The system known as 360-degree feedback, also called multi-source or multi-rater feedback, is a development program that provides a recipient with feedback from supervisors, peers, and subordinates. There is currently no institutionalized, Navywide 360-degree feedback program for leadership development. Due to widespread civilian acceptance and to the success of the 360-degree program for the Navy's flag officers, the 2004 Surface Warfare Commanders Conference recommended a pilot program for 360-degree feedback be tested on a portion of the Surface Warfare Officer community. Results of the pilot program will be used to inform decisions on implementation of a Navy-wide 360-degree feedback program. The objectives of this thesis were to review the research evidence in the literature on the effectiveness and best practices of 360-degree programs and to identify general program evaluation techniques. The thesis then presents a conceptual analysis of the Navy pilot program and makes recommendations for modifications to the program based on comparisons with empirical research evidence and identified best practices of 360-degree programs. The thesis concludes by developing some guidelines and recommendations for a program evaluation plan that can be used to assess or revise the pilot program during and after its implementation.

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2007. / Includes bibliographical references.

Thesis (M.S. in Business Administration)--Naval Postgraduate School, June 2005. / Thesis Advisor(s): Susan Hocevar, Alice Crawford. Includes bibliographical references (p. 71-74). Also available online.

Thesis (Ph. D.)--University of North Texas, August, 2008. / Title from title page display. Includes bibliographical references.

Today video is being used in different facets supporting the e-learning experience. With a resurging interest and reduced barriers of entry to experience virtual and augmented reality applications, 360-degree video technology is becoming relevant as an option to produce and consume content for VR/AR applications. 360-degree video offers new features, which can prove useful in teaching & learning scenarios with a need for self directed control of view direction, immersion and a feeling of presence. Current adoptions of 360-degree videos are integrated manually for specialized activity-oriented learning scenarios. However, in order to adopt 360- degree video on a larger scale, a sufficient technical integration is required and knowledge of application scenarios needs to be communicated. To approach this challenge, workflow steps are analyzed, challenges are identified and scenarios are described in the context of creating 360- degree video content for higher education. We identify open gaps, which need to be addressed in order to integrate 360-degree video technology in an automated video processing tool chain.

Aligning leadership behaviour to organisational values is critically important in ensuring the sustainable success of organisations. In today's fast changing world, executives are under an enormous amount of pressure to manage fierce competition and less predictability in an environment where excellence is significantly more difficult to achieve. Organisational values are the one constant in businesses today. In spite of the challenges that leaders face on a daily basis, they can increase their chance of success by ensuring that the organisational values are entrenched within the organisation. This research is focused on determining whether group coaching can have a positive impact on aligning leadership behaviour to organisational values, whether coaching can increase self-awareness and whether self-awareness correlates to an increase in the alignment of leadership behaviour to organisational values. The degree that leadership behaviour is aligned to organisational values will be assessed through 360-degree feedback assessments. / Dissertation (MBA)--University of Pretoria, 2012. / Gordon Institute of Business Science (GIBS) / unrestricted

Multi-Source Feedback (MSF) has become an important tool for leadership development programs. Previous research has examined how self-other agreement in MSF relates to leadership effectiveness. Discrepancies exist in the literature between how to measure self-other agreement and which method best depicts self-awareness. The current study examined the relationship between various measurements of self-other agreement, self-awareness and transformational leadership. MSF data were collected from target leaders (n = 31), and their respective direct report, peer and supervisor raters (n = 233). Raters also evaluated their leaders' self-awareness and leadership behavior. Self-other agreement was measured using a reliability coefficient, self-other agreement r, and a difference squared score, self-other agreement D2. These measures of self-other agreement as well as the direct measure of self-awareness were used to predict transformational leadership. Results indicated that self-other agreement r did not significantly predict transformational leadership, while self-other agreement D2 did significantly predict some of the dimensions of transformational leadership. However, the direct measure of self-awareness was the strongest predictor of transformational leadership. The two methods of calculating self-other agreement did not have a significant correlation, indicating that they may be measuring different constructs. The direct measure of self-awareness also did not correlate significantly with self-other agreement, suggesting that there is a conceptual gap between these two constructs and complexities may arise when researchers operationalize self-other agreement as self-awareness. The issues surrounding the various methods of measuring self-other agreement, as well as the possible confounding effects of the direct measure of self-awareness and difference scores are discussed. Implications for interpreting self-other agreement in MSF processes are also discussed.

This study examined how managers develop in response to 360-degree feedback, to discover why some change more deeply than the skills the feedback addresses. The study describes influences that lead some to develop a new perspective on their work, even on themselves, while others change only skill. The purpose was to deeply examine, using qualitative research methods, the experience of 360-degree feedback in a management development program. While other studies have approached isolating variables under experimental conditions or quantifying incremental changes, this one directly examines the experience of a few managers in order to describe and connect certain processes. This study describes how the processes work as the managers change over time to greater and lesser degrees. The study gathered in-depth interview data from 15 participants in a management development program, in a design that captured the experience of ten at 3 and 8 months after Profilor feedback, and five others at 22 months after feedback. Of these, five were selected as exemplary cases, and their data were examined using a constant comparative method to develop process descriptions across cases over 10,000 lines of text. These process descriptions answered the research questions "what influences lead to acceptance or deflection of feedback?" "what influences the change decision process, especially for deep versus superficial change?" and "what influences deep and lasting change?" Additionally, other organizational, relationship, and individual variables emerged and are described. Within the bounds of this study, those who started a developmental dialog with direct reports or peers experienced the deepest and most resilient change. Source credibility in feedback givers was essential for acceptance of the feedback, and, when missing, led to both deflection of the feedback and a worsening relationship. Organizational turmoil minimized the effect of the feedback. While this study did not measure adult cognitive development stage, some who engaged in developmental dialog broadened their perspective beyond dualism and came to challenge their assumptions, suggesting that 360-degree feedback can go beyond skill-building and be effective as a means to establish a developmental dialog. / Ed. D.

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Leadership development has become a focal area for most organisations today in an attempt to ensure that leaders are able to take them into the future and achieve a competitive advantage. Literature reveals that, among others, one of the most popular initiatives in leadership development includes the use 360-degree feedback. Due to the sensitivity and challenge of giving and receiving 360 degree feedback, it is essential to understand the subjective experience of manager's who have recently undergone the process as well as the factors which influence and are influenced by the process. To achieve this, a grounded theory study was conducted in a large manufacturing organisation. The data was collected through focus group interviews with a voluntary sample of senior managers who had participated in a 360 degree feedback process. The outcomes of the study include a definition of "subjective experience" as well as a substantive theory on the subjective experience of 360-degree feedback as a tool in leadership development. Findings indicate that individual's reactions coupled with the perception of both the accuracy and utility of the process are key contributors which form the essence of "subjective experience". Past experience, present information and context were further identified to be key intervening variables of a manager's subjective experience of 360-degree feedback as a tool in leadership development. A number of limitations within this study are explained and recommendations for future research and organisations are provided. / Industrial and Organisational Psychology / M. Comm. (Industrial Psychology)