1. The PROFILOR® Group Feedback Session
Welcome!
The PROFILOR® Group Feedback Session

2. Create an effective development plan.
Session Objectives
Identify the purpose and value of PDI Ninth House’s PROFILOR development tool.
Interpret their PROFILOR results with the assistance of a PDI Ninth House-certified feedback facilitator.
Apply PDI Ninth House’s Development FIRST strategies for self-development to help ensure successful ongoing development.
Create an effective development plan.

3. Location and role in your organization
Introductions
Name
Location and role in your organization
One thing that would make the session a valuable investment of time

4. Why Get 360 Feedback?

5. Organizational Results
Facilitator will complete this slide with the specific results expected by the organization.
Xxxxx

6. Interpretation of PROFILOR Results
Agenda
The Competency Model
Interpretation of PROFILOR Results
Individual Review of PROFILOR Feedback
Learning and Development
Development FIRST Strategies and Development Planning
Next Steps

7. CORPORATE HEADQUARTERS
PDI Ninth House Locations
PDI Ninth House
Global HR consulting firm founded in 1967
Employs more than 700 team members
28 full-service offices
Serves clients on five continents
Clients
80% of Fortune 100
75% of Forbes Global 100
70% of Business Week Top 100 Global Brands
CORPORATE HEADQUARTERS
Minneapolis
NORTH AMERICA
Atlanta
Boston
Chicago
Dallas
Houston
Los Angeles
Minneapolis
New York
San Francisco
Washington, DC
EUROPE / MIDDLE EAST
Abu Dhabi
Bratislava
Brussels
Budapest
Düsseldorf
ASIA
Hong Kong
Mumbai
Shanghai
Singapore
Tokyo
AFFILIATES
Athens
Buenos Aires
Istanbul
Melbourne
Geneva
London
Paris
Stockholm
Mexico City
São Paulo
Seoul
Sydney
Vitória 7 7 7
Copyright © 2011 Personnel Decisions International Corporation, d.b.a. PDI Ninth House. All Rights Reserved. 7

8. The PROFILOR: Then and Now
In the Beginning:
Developed to fill a gap for leaders who received less meaningful feedback as they moved up in an organization.
Provided feedback on behavior others observed in everyday work.
Provided insight into what leaders could do differently to become more effective.
Today:
Nothing has changed except the number of individuals who have benefited!

9. The Competency Model

10. The PROFILOR Wheel for Mid-Level Leaders

11. Facts About PROFILOR Feedback
Its focus is on development.
It acts like a four-way mirror.
Feedback is anonymous, except from the boss.
It measures “perceptions” but not necessarily “truth.”
It is comprehensive and specific.
It provides normative comparisons.
It gives individuals responsibility for their development.

12. Confidentiality and Data Integrity
Facilitator completes this slide highlighting the following as it pertains to the organizations 360 design.
PROFILOR feedback reports are designed for development purposes only.
Reports belong to the recipient who retains all copies.
For preparation purposes, who, if anyone, has access to the data for report pre-feedback session.
How online data exchange security works.

13. Perceptions
“We are measured not by what we are, but by the perception of what we seem to be; not by what we say, but how we are heard; not by what we do, but how we appear to do it.”
- Anonymous

14. Behaviors vs. Intentions vs. Perceptions

15. Key Questions to Answer...
When considering feedback:
Do I understand it?
Is it valid and accurate?
Is it important?
Do I want to act on it?

16. The PROFILOR Feedback Report

17. Inside Cover
Standard
Sample
Report

18. Overview of The PROFILOR Feedback Report (Standard Report)
Summary Information
Importance Summary
Skills Overview
Perspective Comparisons
Detailed Information
Specific Question Results
Composites (certain models)
Highest and Lowest Ratings
Developmental Highlights
Focus for Development
Development Suggestions
Written Comments

19. Introduction
P. 2

20. Skill Definitions
P. 4

21. Importance Summary “What skills are critically important for my job?”
Section Contents
Measures relative importance of skills to job.
NOT a measure of performance.
What to Look for
Areas of agreement on what is critically important, very important and important.
Discrepancies of 3 points or more.
Patterns of ratings (high or low) by Self or Boss(es).

22. Importance Summary
p. 6

23. Skills Overview “How do ratings of others compare to my ratings?”
Section Contents
Behavior ratings at skill level.
Contrast between Self and Raters.
What to Look for
3 highest and 3 lowest rated skills.
Self ratings significantly higher (.5 or more) than others’ ratings.
Self-ratings significantly lower (.5 or lower) than others’ ratings.

24. Skills Overview
P. 8

25. Perspective Comparisons “What messages are there from raters?”
Section Contents
Behavior ratings from different perspectives (i.e., bosses, peers, direct reports, other).
Patterns to Look for
Perspective(s) that rate you higher across factors and skills.
Perspective(s) that rate you lower across factors and skills.
Discrepancies of 1.5 or more across perspectives.

26. Perspective Comparisons

27. Perspective Comparisons
name
Rene Sample
PDI Norms
norm group
SKILLS
Extent to which behaviors are demonstrated
not at all little some great very great
Perspective
Commit to Quality
Focus on Customer Needs
Act with Integrity
Key: Average rating, each perspective
Norm Group for that perspective
Respondents: Boss = 1
Direct Reports = 4
Peers/Colleagues = 4
Self
Boss
Direct Reports
Peers/Colleagues
P. 10

28. Section Contents What to Look for
Specific Question Results “What specific behaviors should I pay attention to?”
Section Contents
Averaged ratings at the behavior level.
Averaged ratings at the skill level.
Individual boss scores are exact.
What to Look for
Brackets [ ] indicate one or two highest ratings by one or more perspectives.
Parenthesis ( ) indicate one or two lowest ratings by one or more perspectives.
Look for discrepancies of 1.5 or more among perspectives.
Identify strengths and development needs based on critically important skills.
Page references for the Successful Manager’s Handbook for development suggestions.

29. Specific Question Results

30. Various models provide composites.
Composites are combinations of items reported in previous sections of the report.
Various models provide composites.
Overall Performance Composite is a measure of the bottom-line results and the degree to which you are perceived as getting results on the job.

31. Overall Performance Composite

32. Section Contents What to Look for
Highest and Lowest Ratings “What behaviors are seen as strengths? Areas for improvement?”
Section Contents
Highest and lowest rated behaviors across skill areas.
What to Look for
Skill and behavior patterns.
Relative importance of high or low rated skills.
How results impact personal and organizational goals.

33. Highest Ratings
P.22

34. Lowest Ratings
P. 23

35. Section Contents What to Look for Focus for Development
General strengths and areas for improvement as seen by all non-self raters.
What to Look for
How boss and self importance ratings impact high and low rated behaviors.
How normative data impacts high and low rated skills.
Areas for development (strengths or areas for improvement) that will make the biggest difference in performance.

36. Focus for Development Building on Key Strengths

37. Focus for Development Addressing Development Needs

38. Focus for Development Building on Key Strengths (top of page)

39. Focus for Development Building on Key Strengths (bottom of page)

40. Understanding “Relative to the Norm”1
not at all 2
little 3
some 4
great 5
very great
Analyze Issues
Coach and Develop
Build Relationships
Know the Business P
Build Relationships - skill rated highest relative mean of the norm group.
Know the Business - skill rated lowest relative to mean of the norm group.

41. Section Contents When Coaching...
Development Suggestions “What specific actions can I take toward performance improvement?”
Section Contents
Each page lists suggestions for one of your lowest rated behaviors.
May be personalized for the job/responsibility and incorporated in development plan.
When Coaching...
Tie suggestions to job responsibilities current or future.
Lead participant to other sources for development suggestions as needed (e.g., The Successful Manager’s Handbook).

42. Development Suggestions

43. Written Comments “What other messages are my raters sending to me?”
Section Contents
Verbatim comments by raters.
Detailed by respondent group.
Only Boss(es) comments are identified (Boss A, Boss B).
Each bulleted item represents a different rater (other than boss).
What to Look for
Patterns among comments.
Suggestions from raters.

44. Written Comments
Question 1
Question 2
P. 45
Question 3

45. Key Questions to Answer...
When considering feedback:
Do I understand it?
Is it valid and accurate?
Is it important?
Do I want to act on it?

46. The “SARA” Model
Shock
Anger
Resistance
Acceptance

47. Push Back from Feedback Recipients
Feeling frustrated about the amount of information.
Acting nonchalant about the perceptions of others.
Denying key messages and themes.
Seeing no value in the data.
Feeling defensive about ratings.
Doubting the respondents’ judgment.
Not taking ownership of the data.
Denying specific development needs.
Doubting respondents’ accuracy.
Assuming boss rater errors.

48. The DO’s for Seeking Additional Feedback
DO Seek Feedback When You:
Desire further clarification.
Are motivated to use the feedback.
Are ready to listen.
DO Seek Feedback:
Where and in a manner in which others are most comfortable.
Through active listening, and using “I” messages.
With tone of voice and non-verbals which convey interest and concern.

49. The DON’Ts for Seeking Additional Feedback
DON’T Seek Feedback When:
Emotions are heightened.
There is no intention to use the feedback.
Focused on who said what.
DON’T Seek Feedback:
For self-defense, rationalization, explanation or excuses.
To project thoughts and concerns on to the person(s) providing the feedback.

50. Guidelines for Seeking Additional Feedback
One-on-one meetings with manager in a business setting, casual settings not advised.
Group meetings with direct reports, never one-on-one.
One-on-one with peers, colleagues, and others in a more social setting works best.
Summarize feedback and ask for examples and suggestions.
Share tentative development objectives if appropriate timing.

51. Learning and Development

52. Defining Learning and Development
Acquiring new insight or capabilities, which may or may not be applied.
Development
Making changes that improve performance and advance organizational or personal objectives.

53. PDI Ninth House’s Philosophy of Development
Positive – an investment in the future; taps into people’s natural desire to learn and grow and to be successful at their work.
Proactive – future focused; the time to focus on development is before it’s needed.
Partnership – shared between the individual, the manager, and the organization; development efforts must create value for both the person and the organization for real change to occur.
Personalized – meets the needs of the individuals.
Pushes the Comfort Zone – effective development provides a challenge.

54. The PDI Development Pipeline® The necessary conditions for accelerating development
Insight
Capabilities
Real-World Practice
Account- ability
Motivation
Insight: Knowing what to develop
Motivation: Having the desire to invest time and energy
Capabilities: Required skills and knowledge
Real-world practice: Opportunities to apply new capabilities on the job
Accountability: Internalized capability

55. Identifying Development Priorities
PDI Ninth House’s Point of View
Where will development add the greatest value?
Start with what is most important before considering strengths and weaknesses.
This promotes motivation to work on areas that matter most to an individual and the organization.

56. Development FIRST Strategies for Self-Development

57. Development FIRST® Strategies
F ocus on Priorities
Implement Something Every Day
Reflect on What Happens
Seek Feedback and Support
Transfer Learning into Next Steps

58. Focus on Priorities Identify Your Critical Development Objectives
Set clear priorities.
Agree on aligned goals: personal and organizational payoffs.
Work on one or two objectives at a time.

59. Using the GAPS Framework to Focus on Priorities
The GAPS framework helps people identify, WHAT they need to learn – what would have the greatest value.
Goals - What do you want to do?
Abilities - What can you do?
Perceptions - How do others see you?
Success Factors - What do others expect from you?

60. How to Use the GAPS Framework
Gather complete and accurate information for each cell on grid.
Analyze the information to identify development priorities.
Select one or two development priorities.
Regularly review and refresh information.

61. GAPS Grid Questions Now Future My View Abilities What I can do.
Where have I been successful? Unsuccessful? Why?
How do I apply my knowledge and skill?
What I do well; my areas of improvement.
Goals & Values
What matters to me.
What personal values and motives drive me?
What is important in my work and life?
What do I want to do that I am not doing?
Others’
Perceptions
How others see me.
What did I learn from 360-degree feedback?
How do the perceptions of others fit in with how I see myself?
What feedback do I regularly receive from others?
Success Factors
What others expect from me.
What are the criteria for success in my role?
What examples of success or lack of success have I witnessed in others?
What competencies will I need to meet business demands?

62. Create Your Development Plan
Step 1 – Identify Development Priorities
Consider guidelines for choosing and writing objectives.
Analyze the need.
Include clearly stated criteria to help you define success.

63. Implement Something Every Day Stretch Your Comfort Zone
Find five minutes each day to spend on development.
Be opportunistic: Link goals to something already being done.
Be proactive.
Take intelligent risks.

64. Create Your Development Plan
Step 2 – Identify Action Plans
Specify action steps.
Incorporate resources to round out your action plan.
Establish target completion dates.

65. Choose one strength and one development need. On p. 8-9 of the handout
Individual Work
Choose one strength and one development need.
On p. 8-9 of the handout
Write 1 or 2 objectives for the strength and development need.
Write 1 or 2 action steps for each objective.
Take 15 minutes to begin your plan (examples are on p. 6-7.)

66. Reflect on What Happens Extract Maximum Learning from Your Experiences
Build in time for reflection.
Learn from your successes, mistakes and emotions.
Establish a method to retain and refine lessons learned.

67. Create Your Development Plan
Step 3 – Plan Time for Reflection
Identify natural opportunities to reflect on my learning experiences.
Identify reminders to reflect.
Identify ways to track learning.

68. Seek Feedback and Support Learn from Others’ Ideas and Perspectives
Identify people, sources, and processes for getting relevant feedback and information.
Map progress against criteria for success.

69. Create Your Development Plan
Step 4 – Involve Others
Identify needed support and resources.
Ask for feedback on a regular basis.
Seek resources and support sharing successes and failed attempts.

70. Adapt to significant changes. Decide to develop mastery.
Transfer Learning into Next Steps Adapt and Plan for Continued Learning
Adapt to significant changes.
Decide to develop mastery.
Move on to the next priority.
Coach others to share learning.

71. Create Your Development Plan
Step 5 – Monitor Against Success Criteria
Make a plan and determine regular review times.
Determine what to do to monitor at different frequencies.
When you’ve succeeded, determine your next priorities.

72. Creating Your Development Plan
Identify Development Priorities.
Identify Action Plans.
Plan Time for Reflection.
Involve Others.
Monitor Against Success Criteria.

73. Next Steps

74. Development Planning Meeting Model
Opening
Feedback Recipient Identifies Development Objectives
Brainstorm Development Suggestions
Identify Assistance Needed
Identify Obstacles and Ways to Address Them
Summary and Next Steps

75. Suggestions for Meeting With Your Manager
Prepare to Meet with Your Manager
Copy the Importance Ratings Summary to promote good discussion on areas of agreement and discrepancy.
Summarize (no ratings) two or three areas rated highest and lowest.
Summarize your key learnings and/or surprises from the feedback.
Discuss skill areas in which you would like to improve – areas that will have the greatest impact on your performance.
Suggest a timeframe for follow-on meetings to review progress to plan (e.g., quarterly).

76. Sharing Feedback with Respondents
Prepare to Meet with Respondents
What clarification (e.g., examples to further define feedback) do you need from direct reports? Peers and colleagues? Others?
In what skill or behavior areas are you most in need of development suggestions from these individuals?
Reflect before meeting on how these individuals can help you develop successfully.
Ask for ongoing feedback and support and indicate ways feedback can be given productively.

77. What Are Your Next Steps?

78. “Invest in a plan for development, not a development plan
“Invest in a plan for development, not a development plan. Spend more time on development than on development planning.”

79. Thank you for your interest and effort!

80. Slides for Color Report

81. Inside Cover
Color
Sample
Report

82. Overview of The PROFILOR Feedback Report (color report)
Summary Information
Importance Summary
Skills Overview – Self Compared to All Others
Skills Overview – Group Comparisons
Highest and Lowest Ratings
Developmental Highlights
Targeting Development Priorities
Development Suggestions
Comments
Planning Your Development
Detailed Information
Detailed Ratings
Composites

83. Introduction
P. 2

84. Skill Definitions
P. 3

85. Importance Summary “What skills are critically important for my job?”
Section Contents
Measures relative importance of skills to job.
NOT a measure of performance.
What to Look for
Areas of agreement on what is critically important, very important and important.
Discrepancies of 3 points or more.
Patterns of ratings (high or low) by Self or Boss(es).

86. Importance Summary
P. 5

87. Importance Summary
P. 6

88. Section Contents What to Look for Behavior ratings at skill level.
Skills Overview – Self Ratings Compared to Average of All Respondents “How do ratings of others compare to my ratings?”
Section Contents
Behavior ratings at skill level.
Contrast between Self and Raters.
What to Look for
3 highest and 3 lowest rated skills.
Self ratings significantly higher (.5 or more) than others’ ratings.
Self-ratings significantly lower (.5 or lower) than others’ ratings.

89. Skills Overview - Self-Ratings Compared to Average of All Respondents

90. Skills Overview- Self-Ratings Compared to Average off All Respondents

91. Section Contents Patterns to Look for
Skills Overview – Group Comparison “What messages are there from raters?”
Section Contents
Behavior ratings from different perspectives (i.e., bosses, peers, direct reports, other).
Patterns to Look for
Perspective(s) that rate you higher across factors and skills.
Perspective(s) that rate you lower across factors and skills.
Discrepancies of 1.5 or more across perspectives.

92. Skills Overview – Group Comparison

93. Skills Overview – Group Comparison

94. Detailed Ratings “What specific behaviors should I pay attention to?”
Section Contents
Averaged ratings at the behavior level.
Averaged ratings at the skill level.
Individual boss scores are exact.
What to Look for
Look for discrepancies of 1.5 or more among perspectives.
Identify strengths and development needs based on critically important skills.
Page references for the Successful Manager’s Handbook for development suggestions.

95. Detailed Ratings
P. 37

96. Detailed Ratings
P. 37

97. Various models provide composites.
Composites are combinations of items reported in previous sections of the report.
Various models provide composites.
Overall Performance Composite is a measure of the bottom-line results and the degree to which you are perceived as getting results on the job.

98. Overall Performance Composite

99. Section Contents What to Look for
Highest and Lowest Ratings “What behaviors are seen as strengths? Areas for improvement?”
Section Contents
Highest and lowest rated behaviors across skill areas.
What to Look for
Skill and behavior patterns.
Relative importance of high or low rated skills.
How results impact personal and organizational goals.

100. Highest and Lowest Summary
P. 20

101. Highest Ratings
P. 21

102. Lowest Ratings
P. 22

103. Targeting Development Priorities

104. Targeting Development Priorities (top of page)

105. Targeting Development Priorities (bottom of page)
A separate chart will display for each boss, up to three bosses.
P. 23

106. Section Contents When Coaching...
Development Suggestions “What specific actions can I take toward performance improvement?”
Section Contents
Each page lists suggestions for one of your lowest rated behaviors.
May be personalized for the job/responsibility and incorporated in development plan.
When Coaching...
Tie suggestions to job responsibilities current or future.
Lead participant to other sources for development suggestions as needed (e.g., Successful Manager’s Handbook).

107. Development Suggestions

108. Comments “What other messages are my Raters sending to me?”
Section Contents
Verbatim comments by raters.
Detailed by respondent group.
Only Boss(es) comments are identified (Boss A, Boss B).
Each bulleted item represents a different rater (other than boss).
What to Look for
Patterns among comments.
Suggestions from raters.

109. Comments
Question 1:
P. 31
Question 2:
Question 3: