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Dr. Dale Rose co-founded 3D Group in 1994 in Chicago, Illinois,and is the lead author of Hire Better Teachers Now from Harvard Education Press, and editor of the Handbook of Strategic 360 Feedback from Oxford University Press. He is a nationally-recognized expert in leadership development, evaluation research, and assessment-based human resources solutions. Dr. Rose coaches over 100 managers one-on-one each year and has authored more than a dozen commercial assessments for identifying and developing talent.Before founding 3D Group, he worked for Ameritech and a test publishing subsidiary of National Computer Systems where he developed and validated many widely used selection systems and created dozens of customized hiring systems for Fortune 500 companies. He has also written book chapters and published articles in academic journals, including Current Psychology, Journal of Business and Psychology, Journal of Educational Research and Evaluation Review. Dr. Rose received his Doctoral degree in Industrial and Organizational Psychology from DePaul University.

Dale Rose

David W. Bracken is principal of DWBracken & Associates in Atlanta. He is also professor of graduate studies in the Industrial/Organizational Psychology program at Keiser University. His work focuses on implementing feedback and coaching systems, as well as strategic employee surveys, performance management systems, and competency models. Bracken is the senior editor and a contributor to The Handbook of MultiSource Feedback. He and his co-authors (Dale Rose and Allan Church) recently published “The Evolution and Devolution of 360° Feedback” in Industrial and Organizational Psychology.

David Bracken

Assessment data is often overlooked as a way to tailor your leadership development program.

The Chicken or the Egg: Using Assessment Data to Create Better Leadership Training

Mark Marone is the director of research and thought leadership for Dale Carnegie, where he is responsible for developing research programs and creating assets to build the organization’s brand and support business development globally.Prior to joining Dale Carnegie, Marone worked as an independent sales and customer experience consultant with global clients across a variety of industries. He also served as the director of research for AchieveGlobal, a global training and consulting company.He has frequently written on leadership, customer experience, and sales effectiveness, and co-authored two books on sales strategy. He holds a doctorate from Indiana University in Bloomington, Indiana, and was an adjunct professor of business management at the University of South Florida.

Mark Marone

April 2016 - TD Magazine

Dual Role

Create and implement a high impact leadership development program. Nurture high performers and prepare them to take on new leadership roles. Enroll today!

Creating Leadership Development Programs Certificate

Happy Feds, Happy Folks

In the previous blog, “The Purpose of Performance Management: Redefining Aspiration,” we articulated what goals the performance management approach must accomplish no matter its design. Now, let’s examine how to significantly improve performance management in today’s dynamic, complex work environment.__ There is appetite for performance management reform, but the options can be overwhelming and expensive. CEB has identified the three shifts companies must make to significantly improve performance management that is both scalable and cost-effective: 1) reinventing how performance goals are set, 2) providing ongoing feedback, and 3) recasting performance ratings.  Reinventing Performance Goals Many organizations use cascading goals in an attempt to tie organizational objectives to individual work. But because the cascade is sequential, it’s incredibly time-consuming and the intent of the original goal can get lost. SMART goals are flawed, too. They’re used to ensure all employees make progress against specific, measurable, achievable, realistic, and time-bound work. But applying a one-size-fits-all rule reduces differentiation among employees and often fails to challenge them. Instead, organizations should have business units and employees set their own goals by “linking up” to the organization’s objectives. This approach avoids having to wait for each level above to complete its cascade and allows for a more direct line of sight between an individual’s goals and the organization’s objectives. Furthermore, keep goals brief, meaningful, sufficiently challenging, and reasonable. Some examples:By X date, launch the webpage advertising the new product.Handle at least X service calls per day, with fewer than Y callbacks for the same problem.Enhance division visibility by publishing an article on X topic by Y date. Providing Ongoing Feedback Many organizations require mid-year performance reviews, hoping that formality will breed accountability. But getting feedback once or twice a year is too infrequent to impact behavior and performance. Additionally, formalized processes are viewed as burdensome and time-consuming and rarely yield performance improvement.  The best companies train managers to provide “teaching-focused” feedback on an ongoing basis. Teaching-focused feedback is delivered informally and provides forward-looking coaching, which gives employees the guidance and structure needed to practice and solidify critical new behaviors in the context of day-to-day work. Here’s an example: “Let’s discuss how the meeting went. What do you think went well? Any lessons learned for the future? What would you do differently next time? I agree, Sam seemed to dominate the conversation—what techniques will you try next time to make things more balanced?” Recasting Performance Ratings CEB research has debunked several key myths associated with performance ratings. First, while many organizations assume that ratings provide the data needed for effective decision making, research shows that there is no correlation between individual performance ratings and business unit performance. The next myth is that employees want to know where they stand relative to peers. But because most employees believe they’re above-average performers, ratings tend to frustrate more than inform. Lastly, employers often assume they must rate every employee’s performance in case of litigation. However, less than five percent of employees in the average organization are poor performers, making extensive documentation for everyone a wasted effort. The question of whether to have performance ratings is complex and requires thoughtful analysis. Ultimately, the problem to solve for is reducing the performance review burden. To do this, the best companies:set challenging but achievable goals, and evaluate the impact of resultsreduce or eliminate documentation for performance that is meeting or exceeding expectations, and eliminate self-assessments altogether as they don’t actually help improve performancechange the annual review from retrospection to a forward-looking career conversation. Formal performance management approaches often undermine the very behaviors that lead to high performance and can pit employees against each other, stifle performance conversations, and even result in manipulation of the system to achieve a particular rating level. Effective performance management provides meaningful, real-time feedback. More importantly, it ensures employees have clear expectations, can solve problems, and are coached to achieve their maximum performance levels. Editor’s note: The next installment of this blog series will discuss how to make and sustain behavior change. You can learn more about high-performance cultures at cebglobal.com.

Same Ingredients, Different Recipe: Innovating on Performance Goals, Feedback, and Ratings

Patrick Howell combines 15 years of active organizational development experience with extensive research and study of optimal human performance, to help him succeed as Executive Director of the Institute for Advanced Human Performance, a collaborative learning initiative offering seminars and certification programs in positive psychology and coaching. Patrick also is President of Team Development Group, a boutique consulting firm he co-founded in 2004 with the clear focus of fostering strength-based, results-driven teams within public and private sector organizations. A leader in the field of organizational development and a recently appointed executive council member to Red Panamericana, an organization promoting Positive Organizational Scholarship throughout the Pan American region, he is considered a pioneer in the Positive Psychology Coaching movement. A former Director of Corporate Initiatives for Dale Carnegie Training, he is no stranger to the facilitation of large and intimate audiences alike. Patrick is the host of Career Corner TV, where he conducts interviews with various business leaders and he is authoring his first book on the topic of optimal performance and applied positive psychology; Patrick.howell@ifahp.com.

Patrick Howell

Ann Armstrong is an expert in adult learning and leadership, e-learning, and leveraging technology to provide cost-effective, scalable, and global solutions. Her career includes roles as an executive director at Columbia University’s Teachers College, where the Columbia Coaching Certification program was started under her leadership, as well as the first online master’s degree in collaboration with the Center for Computing and Technology. As vice president of Ernst & Young's eLearning Financial Services Practice, her team designed, delivered, and implemented large scale blended learning solutions for up to 210,000 global client employees. Ann is a certified IBM consultant, a confirmed IBM principal, and a certified facilitator and coach for Dale Carnegie. Today, she is core faculty at Capella University in the Instructional Design for Online Learning program. She is widely published in peer-reviewed journals and received the Academy of Human Resource Development (AHRD) cutting edge, top ten papers award in 2009. In the spring 2012, she was published in the Quarterly Review of Distance Education.

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