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Clients we work with:
“One of the strengths of The Learning Curve’s web-based application is its ability to allow ‘raters’ to rate multiple ‘clients’ by listing all the names of people to be rated all on one survey form (as opposed to them filling in 9 questionnaires). This saved time for everyone completing the survey and ensured a higher response rate.”
Cllr Andrew Palfreeman,
Cabinet Lead for Councillor Development
“With a client-centred approach from the start, TLC Online impressed me immensely. I am happy to give them my professional backing. TLC's product was assessed to be the 'right fit' for the Safe Information Group, and more than that, the company was professional, easy to discuss issues with and extremely responsive to suggestions for minor improvements/alterations. If you are serious about managerial development, seriously consider the use of TLC's click'nmix product.”
Gareth Way
HR & Training Director
Creditsafe Europe
“Since the initial TLC 360 implementation, a second, repeat cultural survey recorded an overall improvement of 33%, which includes a 43% improvement in leadership and 42% in communication.”
Simon Thompson
Head of ISS
“Some business contributions are not easily measured in £’s. But I have no doubt that the TLC 360 process has been of fundamental value to our business.”
Craig Thornton
CEO, Life & Health
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About 360 Feedback
What is 360 feedback?
360 feedback (sometimes called 360 degree feedback or 360 appraisal) provides information on an individual from a number of sources. Its supporters claim that this gives managers and individuals better information about skills and performance, and working relationships. Normally, eight to 10 people fill in questionnaires describing the individual's performance. Usually, the individual fills in a questionnaire for themselves too, assessing their own performance. Ideally the whole process should be anonymous and the feedback presented to the recipient by a skilled coach.
The questionnaire usually consists of a number of statements rated on a scale, for example from one to five, and often includes the opportunity to add free text comments. The report should summarise (anonymously) the answers given. It often shows the actual ratings given for each question, as well as averages for each question and for each competency, and any written comments (a ‘competency’ is an area of performance measured by a group of questions).
Different people use different terminology for those giving and receiving feedback. Examples are ’rater‘, ’ratee‘, ’appraiser‘, and ’appraisee‘. In this factsheet, the term ‘recipient’ is used for someone receiving feedback, and ‘respondent’ for someone giving feedback.
As the term ’360 feedback‘ suggests, the recipient receives feedback from those all around them in the organisation: from above (their manager, or managers), from below (their direct reports) and from alongside them (their peers or colleagues). And, in today's flexible and changing organisations, 360 feedback questionnaires are often filled in by a diversity of people, including suppliers and customers outside the business.
Why do 360 feedback?
The CIPD 2005 Performance Management Survey found that 360 feedback is growing in popularity as an input to performance management. This is often because in more complex organisations traditional appraisal is failing to deliver what managers want. 360 feedback is useful because it provides:
- New pertinent information about competencies, and how others see individuals.
- Valuable input into many of HR's initiatives, for example coaching, training, leadership development, appraisal, etc.
Because organisations have become less hierarchical, managers often have multiple lines of reporting and there is much more team-based working, so feedback from just one manager is no longer sufficient. There are often closer working relationships with other stakeholders, for example clients, customers, and suppliers, who can add a different and valuable perspective.
Does it work?
Research on 360 feedback shows a consistent improvement in skills and performance (see Goodge and Burr for a review of the academic research). However, research by the CIPD in 1997 could not adequately prove that performance management had an effect on business performance, although the research concluded that this was probably because there was not enough evaluation taking place.
If 360 feedback is to make a difference, it is important to ensure that:
- The questions asked are short, clear and relevant to the person’s job. Atwater et al found clear, relevant questions to be absolutely critical.
- The respondents are credible to the recipient. London and Smither showed that larger samples of respondents are often more credible, and have more impact. However, enlarging the sample by adding respondents who are not credible to the recipient confuses the feedback and dilutes its impact.
- Everybody gets some critical feedback. Research suggests that mild praise raises self-esteem, but produces no change, except to encourage existing behaviour.
Done well, 360 feedback challenges the recipient's perceptions of their skills and performance, and provides the motivation to change. It can challenge perceptions in three ways:
- The feedback on an aspect of behaviour is the opposite of what the recipient expects.
- An aspect of behaviour is shown to be more (or less) important as an explanation of their performance than the recipient thought.
- The results highlight relationships between aspects of behaviour.
It is often critical feedback that provides the greatest motivation to change, as long as the respondents are credible and their views are of value to the recipient. And good feedback gives people the information they need to change: it tells them in just which competencies their strengths or weaknesses lie.