A 360-degree assessment is based on an analysis of the performance and competencies of the manager being assessed. The individual competencies (skills, expertise, aptitude and ability) are generally assessed using a competency framework, with different areas of focus depending on the role. The following sections explain the content of a 360-degree assessment and the significance and weighting of individual competency areas.
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Content of a 360-Degree Assessment: Asking the Right Questions About Competencies
As explained above, 360-degree feedback is intended to assess managers’ performance and competencies as part of staff development. But how can competencies be assessed, and what exactly are they? The term “competency” has several meanings and can refer to different things depending on the perspective and context. In education, for example, competency is understood as the ability, skill and willingness to solve a problem. So how should a company proceed?
Example: Competency management according to John Erpenbeck
A company must first define which competencies are required for each area of responsibility and create a competency framework. This comprises general competency areas, each of which is made up of individual competencies that can be measured using a range of “behavioural anchors”. Behavioural anchors describe observable behaviour as objectively as possible. A competency can usually be described and assessed using a handful of behavioural anchors.
Examples of general competency areas, individual competencies and behavioural anchors
General competency areas: technical competencies, sales competencies, personal competencies, methodological competencies, leadership competencies and social competencies.
The “personal competencies” area is in turn made up of the following individual competencies: resilience, self-management, assertiveness, goal orientation, assertiveness and intellect/creativity.
The individual competency “goal orientation” can be assessed using behavioural anchors:
- Personal responsibility (“Takes personal responsibility and completes tasks without constant supervision” – applies / does not apply)
- Consistent work
- Goal setting
- Priorities
- Etc.
Behavioural Anchors Using Communication Skills as an Example
When assessing communication skills, behavioural anchors – descriptions of observable communication behaviour that are as objective and factual as possible – could include the following, depending on the role:
The person being assessed...
- ...is articulate (applies / does not apply).
- ...presents arguments objectively (applies / does not apply).
- ...expresses ideas precisely and clearly.
- ...listens patiently and attentively.
- ...can see things from the other person’s perspective.
- ...negotiates persuasively.
A 360-degree assessment is based, among other things, on a competency framework created according to the requirements of the role. General competency areas consist of several individual competencies, which can be examined and measured using different predefined behavioural anchors.
360-Degree Assessment: Evaluating Performance Properly
A performance assessment looks at past performance and the goals achieved. A purely quantitative performance assessment often does not go far enough. It is crucial to consider whether the employee could genuinely influence the achievement of the goals, whether the assessor is in a position to evaluate the performance and, above all, how the employee approached their work. Motivation, willingness to perform and capability are far more important than key figures. 360-degree feedback therefore covers a person’s character and competencies. Most importantly, the objective must always be staff development. This needs to be communicated clearly: follow-up discussions and measures are not criticism or punishment, but are intended to support the development of the person being assessed.
Examples of Leadership Competencies
Leadership competencies are combinations of behaviours and personality traits that are necessary to achieve a goal. Examples of leadership competencies that are also considered in a 360-degree assessment include willingness to take risks, results orientation, entrepreneurial thinking and action, communication skills, conflict-management skills, assertiveness, fairness and the ability to motivate others.
Three aspects stand out:
- Many of these competency areas leave room for interpretation and depend heavily on the assessor’s perceptions and subjective experiences, which makes the multi-rater approach all the more important.
- They are also not items that can simply be asked about directly. “How would you rate your manager’s entrepreneurial thinking and action?” is a highly complex question and therefore not specific enough to produce precise, clearly measurable results.
- Not every assessor can comment on every competency. A manager’s own line manager is less able to assess their ability to motivate others or their fairness than, for example, the manager’s direct reports. Nevertheless, all results must be comparable.
Competency areas should therefore be broken down into individual items that people at the respective levels of the hierarchy are well placed to assess and which together represent one of the core competencies. If, for example, results orientation is to be assessed, individual respondents or respondent groups should only be asked questions about the manager’s behaviour that they can actually observe, depending on their department, level of seniority and other relevant factors. Meeting participants will be able to assess whether the manager prepares meetings and team meetings so that they are efficient and results-focused, whereas external customers, for example, could only speculate.
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