PDI Training and Development Template · Web viewYou rated yourself in the norm group. Over to the right, we see that there is a significant difference between your rating and the

The PROFILOR® Feedback Session Script

The PROFILOR®: Facilitating Individual Feedback

The steps below provide an overview of the flow of activity in a typical PROFILOR feedback session of one and one-half hours. The script that follows is a sample designed around the Maria Anderson Sample Report, a two-Boss report. As you prepare, review the flow of activity in light of the design requirements outlined by your client and adjust as needed.

1. Open the Session

Deliver opening statement. Transition to and ask key questions.

2. Provide Insight into the 360 Process

Present what Report is designed to do/not do. Explain ways feedback is different. Set expectations for recipients. Guide recipient in rating of skill definitions. Ask recipient to consider four questions.

3. Review the Feedback

Use the facilitator’s copy of the report. Relate recipient feedback to real world. Review the report sections. Discuss seeking additional feedback.

4. Transition to Development

Ask questions to engage recipient in development. Locate and explain the use of development tools. Help recipient identify development objectives with the use of the GAPS

Framework. Share approach used in sharing feedback with boss.

Copyright © 2007, 20012, Personnel Decisions International Corporation, d.b.a. PDI Ninth House. All Rights Reserved. document.doc

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5. Close the Session

Answer final questions. Discuss next steps. Thank the recipient. Give the recipient your copy of the report.

Copyright © 2007, 2012, Personnel Decisions International Corporation, d.b.a. PDI Ninth House.All Rights Reserved. document.doc

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1. Open the Session

Deliver opening statement. Transition to and ask key questions.

Greeting

“Hello Maria Anderson? My name is ___________ from PDI. Nice to meet you.”

(Make sure the feedback recipient is comfortable and that seating accommodates sharing your annotated copy of the recipient’s report.)

Explain the purpose of the session

“My role here is to walk you through the report, to help you understand the content, and to give you my perspective about how your results compare to other managers outside your organization.”

Structure the time

“We have an hour and a half to review the results and to begin to talk about the development objectives you might consider working on. I’ve made note on my copy of your report which you can take with you at the end of the session.”

Ask about current role

“So that I understand the context, would you briefly explain what you do at ABC and some of the challenges you face?”

Ask about goals

“This sounds like an (exciting, challenging, rewarding) role. What do you see yourself doing next?”


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Probe for longer-term goals if not volunteered

“And what about the longer-term? Maybe 3 to 5 years or 10 years out?”

“What skills will you need to develop to be successful in this role?”

“Thank you. I asked you about your current and future so that as we go over the report, we can talk about skills that you might want to develop for your current role and those that would be beneficial in the longer-term.”


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2. Provide Insight into the 360 Process

Present what Report is designed to do/not do. Explain ways feedback is different. Set expectations for recipients. Guide recipient in rating of skill definitions. Ask recipient to consider four questions.

Check for understanding

“Before we get started with your feedback, would you tell me what you have heard about this 360 process?”

(Listen carefully to what is said. When Maria is finished, go over any important points not covered. Touch upon the developmental focus of the Profilor, confidentiality, and the nature of behaviors and perceptions in light of intentions.)

Add to Maria’s understanding

“The 360 process is in place to help you think about what you do on the job, what you do well and what you could do differently that would make you more effective.”

“This report is for your use only and the conversation we will have today is for your benefit. We may report results back in the form of aggregate data will all identifying information stripped from the report. This type of information is typically used to determine training and development needs for groups of individuals.”

“The 360 asked others about their perceptions of your behaviour on the job. These perceptions may be different than your own perceptions of your behaviour and also different than your intentions.”


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3. Review the Feedback

Use the facilitator’s copy of the report. Relate recipient feedback to real world experience as much as possible. Review each report section. Discuss seeking additional feedback.

Present the Report

(Ask the recipient to open the sealed envelope containing the report and a development guide. Allow 10 minutes or so for the recipient to review the feedback without comment, if desired. You may even choose to leave the room for a few minutes. Use the facilitator’s copy of the report to review the feedback to ensure that all eyes are focused on the same data at any given time.)

Title page

“Just to verify, Ulrich is your primary boss? Sam is listed as your secondary boss. What is your relationship to Sam?”

(Also, verify that this report does indeed belong to the feedback recipient in your presence.)

Introduction

“This page explains the structure of the report. I will go over that with you as we talk, but it is here if you would like to refer to it later. Briefly, we will examine high level feedback first, working our way into the detail. The end of the report provides development highlights – areas in which you may choose to develop your performance.”

Skill Definitions

“These pages list the definitions of each of the skills we will be looking at in the report.”

(Ask the recipient to review the skill definitions. In light of the information shared on current or future goals, ask the recipient to identify any skill areas that might be particularly relevant.)


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Importance Summary

“If you recall, you answered questions about how important each of these skills are to your current role. Ulrich and Sam answered the same questions and you see their responses here as well. Bear in mind that none of this indicates how competent you or your bosses see you. This section describes the relative importance of these skills to your role.”

Technical aspects: “If you look at the key on the bottom of the page, you see that your ratings are represented by the dot, Ulrich’s ratings as a star and Sam’s as a triangle.”

Interpretation: “Looking at these pages, we see several skills in which you, Ulrich, and Sam had a similar view. For instance, you all agree that “Make Sound Decisions” is critically important to your job. We also note any large differences between you and your bosses.”

“Differences of 3 or greater would be considered statistically significant and worthy of your consideration. For instance, do you see where I highlighted “Act Strategically”? You and Sam see it as Important while Ulrich considers this skill to be Critically Important. Why do you think that is?”

(Bring Maria through all of the differences greater than 3. Ask questions about why these differences exist as well as how it is that Marian and her Boss or Bosses are in sync. Facilitate Maria’s observation of key areas you noticed during your preparation. Try to avoid telling or showing to the degree that Maria becomes a silent partner.)

“Typically feedback recipients have a desire to seek clarification on the alignment or discrepancy most often seen in this section. You might want to go to Ulrich and Sam to talk about some of these. It could be that they have a different view of your role. A discussion would allow all of you to compare your views.”

“Other thoughts about the Importance Summary?”

Skills Overview

Technical Aspects: “On the next few pages, we see the skills overview. If you look at the key on the bottom, you see a record of your respondents. There is you, Ulrich, Sam, two direct reports, two peers, and two others. Who did you include in the “Other” category?”

(If this is a discrete group, like customers or distant peers, refer to them by the group name instead of using the term “others”.)


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“You see here that all of your respondents as a group are represented by the box and you are the round dot. You might also notice this grey bar. This is the norm group and represents the middle 50 % of Global Managers.”

(Observe carefully to make sure Maria understands.)

“If you look up at the top of the page, you notice the question that you and others were asked: The extent to which skills are used. The scale is also here: 1, Not at All through to 5, To a Very Great Extent.”

“There are also two columns on the far right, one marked DISC for “Discrepancy”. This indicates any time that your own rating and the ratings of all of your respondents were significantly different. The other is marked IMP for “Importance”. In this column, whenever you, Ulrich, or Sam rated a skill as being Critically Important, the round dot, star, or triangle is listed.”

Interpretation

“So, if we look at “Make Sound Decisions”, for example, we see that your respondents rated you above a 3 on this skill and a bit lower than other Global Managers were rated by their respondents. You rated yourself in the norm group. Over to the right, we see that there is a significant difference between your rating and the ratings of your respondents.”

“We also see that you and both of your bosses rated this skill as Critically Important. Let’s contrast this with “Motivate Others”. This skill is also rated as Critically Important to all of you and you are rated above the norm group by your respondents. As “Make Sound Decisions” is critically important to all of you and is rated below the norm group, we would see that as a key development need. “Motivate Others” would be seen as a key strength.”

“Let’s take a closer look at the other skill ratings on this page. What do you see?”(Leave the recipient time to really look over the skills, ask questions, and make comments.)

(Many recipients will want to drill down on a particular skill. If that is the case, go with the recipient’s energy, moving into the report to get more detail. When you have explored that skill, then go back to the Skills Overview.)


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Perspective Comparisons

“On these pages, you see that the respondents have been broken down into perspectives, with a norm or benchmark group for each perspective.”

(If asked, there are no norm or benchmark groups provided for “Other.” This respondent group is unable to be normed due to the wide variety of roles and relationships of respondents in this perspective including individuals outside the company, clients, customers, suppliers, partners, and even family members and friends.”

“One of the best ways to appreciate the data in this section is to use color to differentiate the ratings of each perspective. By connecting the symbol for each perspective from skill to skill, a trend line results within the perspective. This makes it easier to study both within perspective and across perspective comparisons.”

Interpretation: “So let’s look first at this page as an example. You see that you and all of your respondents perceive you to Think Creatively as all of the ratings are close together. There is more variance in Using Financial Data, though all of you do agree that it is not as strong for you.”

“Let’s look carefully at the other pages. What patterns do you see? What do you want to pursue?”

(Leave a good deal of time for recipients to go through this section and look at the results. Again, follow up on any energy displayed, moving through the

report as needed.)

Written Comments

“On the next 3 pages are the written comments that your respondents provided. The first page asks: What two or three things does this person do that make him or her most effective? The second is: What new skills or behaviours would make this person even more effective? The third provides an opportunity to add additional comments and suggestions for development.”

(Leave a good deal of time here to let the person read through and reflect on what they are reading.)

“What comments do you have? What would you like to discuss?”


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Specific Question Results

“In this section, we get to the greatest level of detail. At the top, you see each of the perspectives along with the average of all respondents except yourself. The column marked SMH indicates the page number in the Successful Managers Handbook that will give you on-the-job development tips to work on any of these items.”

“At the bottom of the page, we see the key which shows the brackets and parentheses, indicating the highest and lowest rated items in each skill. For example, if you look at Make Sound Decisions, you see that “Applies logic in solving problems” is the highest rated item for Ulrich and your direct reports. “Makes decisions in the face of uncertainty”

is the lowest for you and for your direct reports. Notice that there are no brackets or parentheses when 3 or more items are equally high or low.”

(Give the recipients a minute with this – it can sometimes be confusing.)

“The data are considered by many to be the most important in the report given the focus on behaviors. However, to focus on the most important messages, consider the patterns and themes observed in previous sections. Often these messages are echoed in the Written Comments section of the report.”

“There is a lot of good information in this section that can be studied later in greater detail. As we only have an hour and a half for the meeting, though, I’d like us to begin with a few behaviors that I have marked on the page that might be worthy of our attention today.

Interpretation: “One of the things I would like to point out are the times when the perspective scores are very different from one another. For instance, in Make Sound Decisions, look at “Takes all important issues into account when making decisions.” This item is highest for your direct reports and lowest for others. It is also one of the three lowest for peers. Why do you think there is such a difference between the perspectives on this item?”

(As long as differences like this are marked with little ticks on your copy of the report, the recipient can go back to it later. As time permits, you might

want to point out highs and lows on the first page, though these are covered in the Highest and Lowest Ratings pages.)


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Highest Ratings

“On this page, you see the 20 highest rated items in the report. The ranking is based on the average of all respondents not including you. Take a few minutes to look over these items. What do you see?”

(Give the recipients a few minutes to review.)

“Are there any themes here?”

(There usually are, but may not be themes in the data. Share any of your observations, as applicable. The skill identifying each behavior might provide clues to themes and patterns. And, there may be a theme among the behaviors not related specifically to skills but rather relevance to personal and organizational initiatives or goals.)

“The other thing I’d like us to identify on this page is any discrepancies in the numbers, that is, any difference greater than 1.5. For instance, the item ranked #6 on this page, “Develops relationships with key people in other functions and at other levels” you rated a 3 while all of your respondents rated it much higher. Why is that, do you think?”

Lowest Ratings

“The next page shows the 20 Lowest Rated behaviors. Please take a few minutes to again look through the items. What do you see?”

(Pause here to give plenty of time for the recipient to read these through.)

(Also point out large differences in the ratings – over 1.5.)

“On the Highest Ratings page, there were no large differences in the average ratings of the rankings. However, on this page, we see that there is a large gap between the item ranked #1 and the others. What does this say to you?”

Composites

“In the rest of the report, we have been looking at how you do your job: the way you lead others, how well you motivate, etc. This next section, the Overall Performance Composite, deals with what you do on the job: the extent to which you get the job done and get work in on time, and so on.”

“What do you see in these results?”


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Focus for Development – Building on Key Strengths

“If we look at the top half of this page, we see your three top rated skills as compared to the norm or benchmark group: Meet Customer Needs, Establish Trust, and Establish Relationships. On the right, you see the two highest rated items for each skill.”

“On the lower half of the page, we are looking only at those skills that are rated critically important: a subset of all of your skills. So, on the left hand side, we have listed skills that are both critically important for Ulrich and are skills that you are rated higher on as compared to the norm group. Similarly on the right-hand side of the page, these are skills you are rated high on that were also critically important for you, Maria.”

“What comments do you have? Are any of these important for you to focus on in a development plan, to further develop?”

(Pause, then discuss. Keep a record of the topics for later discussion.)

Focus for Development – Addressing Development Needs

“This page is laid out the same way as the Key Strengths. On the top half are the skills that are rated lowest as compared to the norm or benchmark group, along with the lowest rated behaviours for the skill.”

“On the lower half, these are again the subset of those skills that are critically important. This time the 3 lowest rated of those skills. Again we see the left have for Ulrich and the

right for the skills you rated to be critical.”

“What comments do you have? Which of these are important for you to focus on in your development plan?”

(Pause, discuss, and record.)

Focus for Development (for Boss B)

“The next two pages are based on the same calculations as the previous two pages, except that instead of Ulrich’s subset of critical skills, we see Sam’s subset. Is there anything you should add to your list?”

(Pause, discuss, and record.)


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Development Suggestions

“The next several pages are on-the-job actions that can be taken to address some of the behaviors called out as development needs in the Focus for Development pages. Let’s look particularly at those pages that we might use to populate your development plan.”

(If none of these are applicable refer to the Successful Manger’s Handbook or the Successful Executive’s Handbook or discuss ideas in the moment. At a minimum, ask the recipient to scan or as time permits read more thoroughly a behavior or two that seem most relevant making the observation that the suggestions are immediately actionable, have practical application, and are well researched for the role in question.)


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4. Transition to Development

Ask questions to engage recipient in development. Locate and explain the use of development tools. Help recipient identify development objectives with the use of the GAPS

Framework. Share approach used in sharing feedback with boss.

(Ask questions to engage recipient in developing skills. You may choose to ask about previous attempts at development – what worked, what didn’t, and the results achieved. You might also choose to ask how the individual likes to learn, and what opportunities there might be on the job for learning that are related to the current or future position. Indicate that during the last part of the conversation, you will discuss turning feedback into development action.)

Development Tools

“Turning useful feedback into development activity that will help move the needle on your performance is the ultimate goal when participating in a 360 process. Most often people think of leveraging strengths or shoring up weaker areas of performance when considering development goals. A direction you will want to take is to consider first the performance areas that will benefit the most from any development effort you make. If this area requires you to leverage a strength, you will have an opportunity to use more of a strong skill or use the skill in a different way. If a target performance area requires some improvement, you can review the development suggestions in your report or in other sources of development advice offered by your organization. Let’s look at some useful tools.

Development Guide

“The Development Guide accompanying your feedback report is designed to help you after this session to continue to make sense of the feedback and to help you sort through to find the performance area in which you can leverage strengths or make improvements. The last few pages are devoted to this activity.”


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Development FIRST Strategies (handout)

“A great way to help identify performance areas where development will make a difference is to consider several strategies in this handout. Note that the first step – Focus on Priorities – makes use of a GAPS analysis – a way to identify what is important to you and your organization in light of your assessment and the assessment of others of your strengths and performance improvement areas. In addition, other strategies are aimed at helping you complete a development plan and generally to maintain interest in your development goals.”

Development Plan

“An effective development plan typically focuses on no more than 3 key areas. Two to 3 areas is ideal. So of the areas we have noted, which would you like to address first?”

(You may have a separate development planning meeting. If so, you can have the recipient narrow the list of development opportunities at a later time, perhaps helping with the application of the GAPS analysis.)


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5. Close the Session

Answer final questions. Discuss next steps. Thank the recipient. Give the recipient your copy of the report.

“Thank you for your time. Here is my card. If you have any questions or anything further you would like to discuss, please let me know. Also, if you would like further coaching, we can arrange that as well.”

(Next steps will vary based on the design of the feedback and development planning process. Be sure of what comes next for the recipient so you can discuss the advantages of taking next steps and specifically what benefits taking further action can bring for the recipient and the organization.).


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Documents

PDI Training and Development Template · Web viewYou rated yourself in the norm group. Over to the right, we see that there is a significant difference between your rating and the