These guidelines are based on an exhaustive review of the research literature in training and development, counseling and psychotherapy, and behavior change. The guidelines are divided into four phases that correspond to the four phases of the development process: cornerstone creating success through positive change pdf, training, transfer and maintenance, and evaluation. These guidelines were developed for the Consortium by Cary Cherniss and Daniel Goleman, with the assistance of Kim Cowan, Robert Emmerling, and Mitchel Adler.
Assess the organization’s needs: Determine the competencies that are most critical for effective job performance in a particular type of job. In doing so, use a valid method, such as comparison of the behavioral events interviews of superior performers and average performers. Also make sure the competencies to be developed are congruent with the organization’s culture and overall strategy. Assess the individual: This assessment should be based on the key competencies needed for a particular job, and the data should come from multiple sources using multiple methods to maximize credibility and validity.
In doing so, try to be accurate and clear. Also, allow plenty of time for the person to digest and integrate the information. Provide the feedback in a safe and supportive environment in order to minimize resistance and defensiveness. But also avoid making excuses or downplaying the seriousness of deficiencies. Maximize learner choice: People are more motivated to change when they freely choose to do so.
As much as possible, allow people to decide whether or not they will participate in the development process, and have them set the change goals themselves. Encourage people to participate: People will be more likely to participate in development efforts if they perceive them to be worthwhile and effective. Organizational policies and procedures should encourage people to participate in development activity, and supervisors should provide encouragement and the necessary support. Motivation also will be enhanced if people trust the credibility of those who encourage them to undertake the training. Link learning goals to personal values: People are most motivated to pursue change that fits with their values and hopes.
If a change matters little to people, they won’t pursue it. Help people understand whether a given change fits with what matters most to them. Adjust expectations: Build positive expectations by showing learners that social and emotional competence can be improved and that such improvement will lead to valued outcomes. Also, make sure that the learners have a realistic expectation of what the training process will involve.