360 DEGREE ASSESSMENT

360 DEGREE ASSESSMENT

INTRODUCTION

Feedback can be reinforcing when learning

is correct and it can be corrective when

learning is incorrect.

WHAT IS TRADITIONAL FEEDBACK ?

It is one-source feedback.

performance of the students are obtained from the teacher and feedback given to the student.

Individual faculty feedback

Positively - ‘‘halo’’ effect

Negatively - ‘‘millstone’’ effect

‘‘hit or miss’’ in terms of random observations.Faculty not trained to give ‘‘effective’’ feedback

WHAT IS 360 DEGREE FEEDBACK ?

Collected systematically from a number of stakeholders and are used for improving their performance

Helps to observe behaviors, especially the ‘‘soft’’ areas of performance

Leadership,Communications,Interpersonal skills, and negotiation.

This technique focuses on multiple perspectives –

results are highly credible and a powerful tool

DEFINITION

The systematic collection and feedback of

performance data on an individual or group,

derived from a number of the stakeholders in

their performance (Ward 1997,).

360 DEGREE ASSESSMENT ALSO CALLED AS

360 feed back

Multi source feed back

Multi rater assessment

Full circle appraisal

Assess competency and behaviour rather than

personality.

HISTORY

HISTORY Evidence shows tracing back to 20 century. psychologists started exploring new methods for

measuring performance and selecting employees. In 1922 Walter Dill Scott, the director of the

Committee on Classification of Personnel - US Army Years later, new dimensions were included such as

personality, originality, leadership, organizational ability, cooperativeness, ability to develop workers, and technical ability.

In the beginning of the 21st century secured place in medical field.

VALUES

360-degree feedback provides a better understanding of individuals performance at work

It provides a multifaceted view It provides a employee developmental needs It Provides increased understanding about one's role

expectations. Provides increased understanding of competence

and competency in various roles

VALUES

Increases the team's ability to contribute to the organizations goals

It helps to work for a common standard and institutionalize performance management.

It ensure better interpersonal relationship and group cohesiveness

It promotes self-directed learning and development planning.

It promotes better Communication within departments

What does it measures?

Assess the six core competencies, especially useful

in assessing interpersonal skills, communications

skills, and professionalism.

1.Patient Care

2.Knowledge

3.Practice-Based Learning and Improvement

4.Interpersonal and Communication Skills

5.Professionalism

6.Systems-Based Practice

Survey or questionnaire to gather information in

several areas

knowledge base and skills

task proficiency and teamwork,

Decision making, use of information technology,

and facilitation of learning by other team members

How does it works?

“Gap Analysis”

‘‘Gap analysis’’

PURPOSES

Developing insight into strengths and

weaknesses, for the individual

Enhancing culture change

Summative assessment of performance

Evaluating the potential of individuals,

Enhancing team effectiveness

Identifying training needs for the system

DIMENSIONS

Problem solving

Planning and organizing

Adaptability

Communication

Supervisory skills

Administrative skills

Analytical skills.

PROCESS

PREREQUISITES

Top Management Support

Confidence of employees

Objectives need to be clearly stated - Performance

A detailed plan of implementation

Collaboration between superior and subordinates

Prior experimentation and positive experiences

Clear organizational philosophy and policy

objectives

COMPONENTS

360 assessment360 assessment

SELF APPRAISAL

self-appraisal is considered a vital factor, own

feedback or ideas, points and work.

Rates himself based on a number of parameters.

Demands for training,

His achievements,

Strong points and weak points,

Current difficulties…

CAUTIONS TO BE TAKEN

The self-ratings tend to be consistently higher. This discrepancy can lead to defensiveness and alienation if supervisors do not use good feedback skills.

Sometimes self-ratings can be lower than others’. In such situations, employees tend to be self-demeaning and may feel intimidated and “put on the spot.”

Self-ratings should focus on the appraisal of performance elements, not on the summary level determination.

SELF ASSESSMENT CONTD…

Be honest: should not overstate your

strong points or ignore your weak points.

Well prepared

Be objective

Positive attitude

Cover all the aspects

SUPERVISOR

It’s Contribution:

The 1st line supervisor is often in the best

position to effectively carry out the full

cycle of performance management.

The supervisor will have the broadest

perspective on the work requirements

CAUTIONS TO BE ADDRESSED:

• Superiors should be able to observe and make

a fair evaluation.

• Supervisors should be trained.

• They should be capable of coaching as well as

planning and evaluating their performance.

SUBORDINATES

This feedback gives supervisors comprehensive picture of employee issues and needs.

Employees feel they have a greater voice in organizational decision-making.

Effective in evaluating the supervisor’s interpersonal skills.

Combining subordinate ratings, like peer ratings, can provide the advantage of creating a composite appraisal.

CAUTIONS TO BE TAKEN

The need for anonymity is essential when using subordinate ratings as this will ensure honest feedback.

Supervisors may feel threatened and perceive that their authority has been undermined.

Subordinate feedback is most beneficial when used for developmental purposes.

Only subordinates with a sufficient length of assignment under the manager should be included in the pool of assessors.

PEER ASSESSMENT

Excellent predictors of future performance and “manner of performance”.

This tends to average out the possible biases of any one member of the group of raters.

The increased use of self-directed teams makes the contribution of peer evaluations the central input to the formal appraisal

The addition of peer feedback can help move the supervisor into a coaching role rather than a purely judging role.

CAUTIONS TO BE TAKEN

Appropriate for developmental purposes, but to emphasize

them for pay, promotion, or job retention purposes.

It is essential that the peer evaluators be very familiar with

the team member’s tasks and responsibilities.

The use of peer evaluations can be very time consuming.

Depending on the culture of the organization, peer ratings

have the potential for creating tension and breakdown rather

than fostering cooperation and support.

ADVANTAGES

1. FOR INDIVIDUAL

Uncovers hidden lights and blind spots.Feedback from a number of different

people is more likely to be accepted.Helps individuals gain a realistic view of how

others perceive them. Inspires people to take ownership of their own

learning and development.Provides feedback in a quantifiable form on a

structured range of behaviors.

2.FOR THE TEAM

It helps people understand how their behavior influences both their own personal effectiveness and organization.

Supports teamwork by involving team members in the development process.

Increases communication between team members.

Higher levels of trust and better communication as individuals identify the causes of breakdowns.

Increased team effectiveness.

FOR THE ORGANIZATION

Better career development planning and implementation for employees.

Improves customer service by having customers contribute to the evaluation process.

Reinforced corporate culture by linking survey items to organizational leadership competencies and company values.

Helps with training needs analysis.

PITFALLS

A detailed plan of action,

Effective follow-up is the prime requirement

It is time and cost consuming process.

The trust and confidence of the feedback report.

The process involves a lot of paper work.

There are high chances of subjectivity

Since the assessment is based on qualitative data

many times it cannot ensure unambiguous, clear,

specific, and observable and quantifiable formats.

360 ASSESSMENT IN EDUCATION

Academic institutions increasingly incorporate broad competency frameworks and outcome assessment processes.

Graduated students will need competencies beyond the traditional knowledge

As professionals, they will require skills to function in multidisciplinary teams,

work with complex globally-based systems of products and services, and strive towards continuous self learning.

Contd……

personal strengths and areas in need of development. Evaluative information on a target student from two or

more sources. The Student provides self-ratings that are subsequently

compared with those from the other sources. The student receives feedback on the behaviors, skills,

and performance. The student interprets the feedback and make decisions

on actions that should be taken based on the information provided.

IMPACT ON STUDENT LEARNING

There is growing evidence that feedback processes have a positive impact on student learning and attitudes.

Students shows improvement based on

perceptions of peers and faculty.

Second, the fact that the information is presented

as part of a formal feedback system sends a strong

message to students that performance should be

improved.

IMPLICATIONSFirst, practice to be addressed is the linking of

the multisource assessment process to intended student learning outcomes.

The second, critical implementation issue is to determine up front what communication needs to be provided to the students.

Students need a structured post-feedback process if significant learning is to occur.

Finally, report data can be presented in ways to help the student focus on strengths and areas in need of improvement.

360 ASSESSMENT IN CLINICAL

PRACTICE

TOOLS TO ASSESS

Mini clinical evaluation exercise (Mini – CEX)

Case based discussion (CbD)

Direct observation of procedural skills (DOPS)

Mini peer assessment tool (mini – PAT)

Team assessment behaviour (TAB)

I. MINI CEX

The mini-CEX was designed to assess the

clinical skills, attitude, and behaviours of

students to provide high quality patient care.

The mini-CEX is designed as a 15-20 minute

snapshot of a student /patient interaction

– 15 minutes for observation

– Five minutes for feedback

MINI-CEX: AREAS TO ASSESSED

Interviewing SkillsPhysical Examination SkillsHumanistic Qualities/ProfessionalismClinical JudgmentCounselling SkillsOrganization/Efficiency Overall Clinical Competence

4 point scale

Ranges from Outstanding, satisfactory, Development required and Not assessed

MINI CEX contd….

How Many Mini-CEXs ?

On average, a minimum of four

mini-CEXs per student over the year.

II. CASE BASED DISCUSSION

This method is designed to assess clinical judgement, decision-making and the application of knowledge in relation to patient care in cases for which the trainee has been directly responsible.

The method is particularly designed to test higher order thinking and synthesis as it allows assessors to explore deeper understanding of how trainees compile, prioritise and apply knowledge.

CBD is not focused on the trainees’ ability to make a diagnosis nor is it a viva-style assessment.

AREA TO ASSESS

1. Patient record keeping 2. Clinical assessment 3. Diagnostic skills and underlying knowledge base 4. Management and follow-up planning 5. Clinical judgement and decision making 6. Communication and team working skills 7. Leadership skills 8. Reflective practice/writing

4 point scale

Ranges from Outstanding, satisfactory, Development required and Not assessed

It uses patient records as the basis for dialogue, for systematic assessment and structured feedback.

Most assessments take no longer than 15-20 minutes.

After completing the discussion and filling in

the assessment form, the assigned educational

supervisor should provide immediate feedback

to the trainee.

Feedback would normally take about 5 minutes

III. DIRECT OBSERVATION OF PROCEDURAL SKILLS

Direct observation of procedural skills is designed to help your seniors give you feedback on procedures that you do.

DOPS is designed to provide feedback on your skills at

doing procedures.

Student have to undertake six observed encounters during the year with a different observer for each encounter.

DOPS

Each DOPS that you do should represent a different procedure.

Number of assessments required per year: 6

Estimated time required: 20 minutes (15 minutes for assessment, 5 minutes for feedback)

MINI PEER ASSESSMENT TOOL (PAT)

The trainee will nominate eight assessors from

among supervising

The trainee will also complete a self assessment

using the same questionnaire.

The trainee and educational supervisor agree

strengths and key areas for development from the

feedback.

MINI - PAT

Number of assessments required per year: 2

Estimated time required: 6 minutes per

assessment per assessor (x 8 assessors)

PAT – AREA TO ASSESSGood clinical careMaintaining recordsTeaching and training, Relationship with patientsWorking with colleaguesWith 6 point assessment scale 1-2: Below expectations3: Borderline 4: Meets expectations 5-6: Above expectations

TEAM ASSESSMENT BEHAVIOUR (TAB)

The TAB questionnaire enables ten coworkers to assess you and give feedback.

Even new assessors take less than five minutes to complete a form.

Number of assessments required per year: 1

Estimated time required: 3 minutes per assessment per assessor (x 10 assessors)

AREA TO ASSESS

Maintaining trust/ professional relationship

with patients

Verbal communication skills

Team- working/working with colleagues

Accessibility

3 point rating descriptive scale

None, Some and Major

COLLABORATIVE ASSESSMENT

Collaborative review and assessment

involves the student, their peers and tutor in

thoughtful and critical examination of each

student’s course work.

Student involvement in their own

assessment is an important part of the

preparation for life and work.

In collaborative assessment, learners and

instructor collaborate in order to clarify

objectives and standards/criteria, negotiate

details of the assessment and discuss any

misunderstandings that exist.

In a collaborative assessment process students are observed in natural environments, performing typical activities, before more formal assessment is performed.

Throughout the collaborative assessment process, team members focus on making a determination about– Why a student has a specific performance problem?– How that performance can be improved?

COLLABORATIVE- ASSESSMENT

Enables learners to:

Actively participate

Think more deeply,

Skill development- critical thinking,

teamwork, decision-making, self-monitoring

and regulation,

See how others tackle/solve problems,

Get inspiration from their peers’ work,

learn to collaborate and criticise

constructively, and

Reflect on the amount of effort they put into

their work, and judge the appropriateness of

the standards they set for themselves

CONCLUSION

Professionalism and Communication and Interpersonal Skills are the most appropriate core competencies to be evaluated by 360-degree feedback tools.

2. Commercially available tools must be validated for use in graduate medical education

Feedback must be behavior-specific and related to a plan for career development.

Patient feedback will be the most valuable in medical profession.