The views of many: 360 feedback for child welfare leadership development

This chapter demonstrates how integrating personality assessment with 360 Feedback can provide a powerful combination for leadership development based on strategic self-awareness. The combination is strategic in that it broadens self-awareness of what one does, and it is powerful in that it deepens self-awareness about why one does it, which can help leaders make lasting changes to better align with the skills, competencies, and values needed for high performance in their jobs and the desires of their organizations. Combining 360 Feedback with personality assessment can also be powerful in selection-oriented talent management processes, from the identification of leadership potential, to succession planning, to hiring decisions. However, these high-stakes applications are distinct from developmental applications and involve a number of different considerations. For the sake of focus and simplicity, the chapter only addresses 360 Feedback in a development context.

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360-Degree Feedbackand Executive Coaching

The Oxford Handbook of Lifelong Learning ◽

10.1093/oxfordhb/9780195390483.013.0079 ◽

2011 ◽

pp. 250-262

Author(s):

Susan Battley

Keyword(s):

Leadership Development ◽

Best Practices ◽

Performance Management ◽

Goal Setting ◽

Executive Coaching ◽

360 Degree Feedback ◽

Management Objectives ◽

360 Feedback ◽

And Performance ◽

Future Practice

Two cornerstones of leadership development are 360-degree feedback and executive coaching processes. Coaching is growing rapidly as a follow-on activity to help 360 feedback participants interpret their results, facilitate goal-setting, and achieve behavior change. The purpose and benefits of 360 feedback and coaching are identified, as are the principal ways they are used to advance organizational strategic talent and performance management objectives. Best practices, including how to maximize the effectiveness of feedback and coaching interventions, are addressed. Common methods for evaluating outcomes are discussed, along with their limitations. Recommendations for future practice and research that can improve organizational and individual results are included.

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Application of 360 Feedback for Leadership Development

Handbook of Strategic 360 Feedback ◽

10.1093/oso/9780190879860.003.0008 ◽

2019 ◽

pp. 135-148 ◽

Cited By ~ 1

Author(s):

Cynthia McCauley ◽

Stéphane Brutus

Keyword(s):

Leadership Development ◽

Employee Engagement ◽

Leader Development ◽

Leadership Capacity ◽

Performance Evaluations ◽

Direct Reports ◽

Development Organizations ◽

360 Feedback ◽

Leader Performance ◽

Collective Development

This chapter highlights well-established practices for using 360 Feedback for individual leader development and emerging practices for its use in the collective development of leadership capacity. The practice of 360 Feedback is strongly rooted in efforts to develop leadership in organizations. Although feedback as a mechanism for improving leader performance has a long history, the practice of systematically collecting evaluations of a focal leader’s behaviors and skills from the perspective of that leader’s manager, peers, and direct reports is a more recent development. Organizations are increasingly making use of 360 Feedback as a regular talent process, much like annual performance evaluations or employee engagement surveys. This chapter also addresses the debate about whether 360 Feedback for leadership development should be used only for development purposes.

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Benefits and Characteristics of Mentoring Students and Young Professionals

Perspectives on Administration and Supervision ◽

10.1044/aas18.2.67 ◽

2008 ◽

Vol 18 (2) ◽

pp. 67-73 ◽

Cited By ~ 2

Author(s):

Kristal Mills

Keyword(s):

Leadership Development ◽

Clinical Supervision ◽

Effective Means ◽

Academic Research ◽

Mentoring Programs ◽

Teaching Skills ◽

Online Mentoring ◽

Young Professionals ◽

Research And Teaching ◽

Workplace Retention

Abstract Mentoring has long been believed to be an effective means of developing students' clinical, research, and teaching skills to become competent professionals. The American Speech-Language-Hearing Association (ASHA) has developed two online mentoring programs, Student to Empowered Professional (S.T.E.P. 1:1) and Mentoring Academic Research Careers (MARC), to aid in the development of students. This paper provides a review of the literature on mentoring and compares and contrasts mentoring/mentors with clinical supervision/preceptors. Characteristics of effective mentors and mentees are offered. Additionally, the benefits of clinical mentoring such as, teambuilding in the workplace, retention of new staff, leadership development, and improved job satisfaction are discussed.

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