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2 Welcome Todays course Your facilitator The EQ-360 The facilities.

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2 2 Welcome Todays course Your facilitator The EQ-360 The facilities

3 Logistics Schedule Meals Parking Phone/computer access Restrooms Questions Workbook Feedback practice Networking contact list

4 4 Objectives By the end of todays workshop, you should: 1.Be familiar with the EQ-360 2.Know its scales and their definitions 3.Understand report components 4.Understand the science behind EQ-360 5.Know how to interpret the results and provide feedback to respondents 6.Be qualified to purchase the EQ-360

5 5 Objectives What are your goals for today?

6 Agenda 1.360° assessments 2.Understanding the EQ-360 3.Psychometrics 4.Planning and Ethics 5.Administration 6.Scoring and reports 7.Interpretation and feedback 8.Coaching 9.Evaluation

7 7 Evaluation Process 1.Written exam Interpret a sample report 60 minutes in-class today 2.After the workshop: Administer, interpret, and provide feedback for one real-life EQ-360 assessment on a person of your choice

8 Introductions Lets get to know each other…

9 Part One An Introduction to 360° Assessments

10 10 Part One Objectives Applications Advantages History Misuses By the end of this section, you should be familiar with 360° assessments and their

11 What are 360° Assessments? Applications Self-development Leadership development Teambuilding Coaching Performance management Change management Stress management Career planning Predicting performance Retaining high performers

12 12 What are 360° Assessments? Advantages of multiple perspectives 1.Objective measurement of performance 2.Provides perspective from different angles 3.Increases awareness of work- related behaviors 4.Improves communication between self, raters, and the organization

13 13 What are 360° Assessments? Advantages of multiple perspectives 5.Taps many sources of feedback, e.g., customers, suppliers, clients 6.Clarifies differences of opinions 7.Identifies performance gaps 8.Helps with goal setting and development planning

14 14 History of 360° Assessment Traditionally, lack of direct feedback hindered organizations. Authoritarian leadership was the norm, with limited supervision given to employees. After World War II, worker satisfaction surveys introduced a more democratic ideology.

15 15 History of 360° Assessment The 1990s saw 360 ° feedback processes incorporated into corporate strategies and goals Now, most organizations believe that 360 ° assessments are crucial to selecting and developing the best talent for success

16 Misuses of 360° Assessment Misuses include personnel decisions such as promotions, compensation, demotions, and termination The use of 360° assessments for purposes other than individual development has often failed

17 17 Misuses of 360° Assessment Lack of feedback… Removes follow-up or development opportunities Regularly guarantees failure May discourage individuals from providing honest feedback May influence participation in future assessments

18 18 360° Assessments What experience do you have with multi-rater assessments? How could the assessment have been improved? What were the strengths of the tool? Discuss your experience using 360° (multi-rater) feedback assessments:

19 19 Questions?

20 Part Two Understanding the EQ-360

21 21 Part Two Objectives Development Participants Rater definitions Basic assessment process By the end of this section, you should be familiar with the EQ-360s:

22 22 Development of EQ-360 First version consisted of 46 items Detailed data analysis led to improvements Recommendations were implemented (see page 27 of the Technical Manual) and a new version was created

23 23 Development of EQ-360 Current version consists of 88 items Rating scale from 1 to 5 (Very seldom true to Very often true) EQ-360 factor structure is identical to EQ-i - Total EQ - 5 Composite scales - 15 Subscales

24 24 EQ-360 Scales Intrapersonal Emotional Self-Awareness Assertiveness Self-Regard Self-Actualization Independence Interpersonal Interpersonal Relationship Empathy Social Responsibility Adaptability Problem Solving Flexibility Reality Testing Stress Management Stress Tolerance Impulse Control General Mood Optimism Happiness

25 25 Participation

26 26 Participation Rater confidentiality Anonymous responses Grouped by relationship to facilitate interpretation If fewer than 3, raters go into a mixed category (except manager) Rater familiarity Raters are asked how well they know the ratee

27 27 Rater Familiarity Rater familiarity information is found on the first page of the Coachs Summary in the Multirater Feedback Report

28 28 EQ-360 Rater Items

29 29 How the EQ-360 Works Scoring converts raw scores to standard scores 1-5-15 factor structure Interpretive guidelines Standard ScoreGuideline 130 and overAtypically well developed emotional and social functioning 120 to 129Extremely well developed emotional and social functioning 110 to 119Well developed emotional and social functioning 90 to 109Effective emotional and social functioning 80 to 89Consider developing Under 80Develop

30 How the EQ-360 Works Who participated? Impressions of your EQ-360 experience? Subscale consistencies or discrepancies? Thoughts on feedback? Were there any surprises? Discuss your experience as a ratee in the EQ-360 process:

31 31 Questions?

32 Part Three An Introduction to Psychometrics

33 33 Part Three Objectives What the EQ-i and EQ-360 measure EQ-360 normative data Internal consistency Connections between the EQ-i and EQ-360 response patterns By the end of this section, you should be familiar with:

34 34 EQ-i Refresher

35 35 EQ-i Refresher Validity Reliability Norms Norm Groups

36 36 EQ-360 Normative Data 745 Ratees… Age range from 21 70 Mean age of 40.4 years

37 37 EQ-360 Normative Data 1900 Raters… 909 male & 969 female 22 did not report gender

38 38 Internal Consistency Reliability of Total EQ is.98 Inter-scale reliability for Composite Scales ranged from.91 to.95 Inter-scale item reliability for Subscales ranged from.77 to.91

39 39 EQ-i and EQ-360 Connections Ratee and Rater Group Correlations Scales with significant * relationships: *Magnitude was moderate Emotional Self-Awareness EmpathyProblem Solving Manager Peer Direct Report

40 40 EQ-i and EQ-360 Connections Ratee and Rater Group Differences Ratee was significantly higher than raters on four scales only: Emotional Self-Awareness EmpathyProblem Solving Social Responsibility Manager Peer Direct Report Other

41 41 EQ-i and EQ-360 Connections Managers̶̶̶ Peers̶̶̶ Direct ReportsIndependenceSelf- Actualization Intrapersonal Composite Age Differences Scales with significant * relationships: *Magnitude was very small

42 42 EQ-i and EQ-360 Connections EmpathySocial Responsibility Interpersonal Composite ManagersF>M ̶ PeersF>M Direct Reports̶̶̶ Gender Differences Scales with significant * relationships: *Magnitude was very small

43 43 EQ-i and EQ-360 Connections What do the differences mean? Ratee may be inclined to inflate responses Context of assessment may affect responses Supervisor unfamiliarity results in inaccurate responses Differing definitions of effective emotional functioning between groups

44 44 Questions?

45 Part Four Planning and Ethics

46 46 Part Four Objectives How to plan an EQ-360 assessment Getting organizational buy-in Ethical issues in administration Selecting Raters How to debrief participants By the end of this section, you should be familiar with:

47 47 Purposeful Planning What is the purpose of assessment? How will the results be used? What does the ratee know about or expect from the process?

48 48 Purposeful Planning Issues to Consider: Timing Extenuating circumstances Personnel involvement How will the results be used? Methods available to confirm confidentiality Feedback Who will be facilitating development and action planning?

49 49 Purposeful Planning Before you begin, establish: 1.What the organization hopes to gain from the assessment 2.Connections between purpose and specific business needs or goals 3.Clear participant expectations for accountability

50 Organizational Buy-In Senior Management support lends credibility to the process Prepare an EQ business case Educate management team on the value and relevance of the process (ROI)

51 Organizational Buy-In Convey the importance of getting senior management involved: –Consider creating a steering committee responsible for guiding the 360 process –Show them how they will benefit

52 52 Selecting Raters Identifying who to involve Supervisor, colleagues, direct reports, clients, and family members round out the mix Determine who gets input in the rater selection process –HR? –The ratee? –The ratees manager?

53 53 Selecting Raters Defining roles Will rater nominations be submitted to manager(s) and/or HR for approval or adjustment? The ratees manager: –Will his/her responses be singled out? –Will he/she be involved in skill development and coaching?

54 54 Selecting Raters Are credible and trustworthy Work closely with the ratee Know the ratee well Choose raters who: For a fresh perspective, select some raters who have worked with ratee for only a short period of time.

55 55 Selecting Raters Tips for defining raters: 1.There must be at least three raters per category. 2.If fewer than three, put raters in the Other/Mixed category to ensure confidentiality. 3.Anyone with a supervisory influence on the Ratee is considered a Manager. If there is only one manager, discuss confidentiality issues.

56 56 Ethical Issues Who is the client? Individual respondent Group Organization

57 57 Ethical Issues Confidentiality EQ-360 ratees own their data Sharing report/results and determining action steps are decided by the ratee Breaches of confidentiality and rater anonymity can jeopardize feedback and compromise the integrity of the administrator

58 58 Ethical Issues Ensuring Rater Anonymity Raters feel more comfortable giving honest responses when they are anonymous If they feel their identity is unprotected, raters may respond overly favorably or be reluctant to participate

59 59 Ethical Issues Ensuring Rater Anonymity Each rater category is scored together as an aggregate If there is only one rater in a category, those results will be placed in the Other/Mixed group All online responses are stored in a secure MHS scoring database

60 60 Ethical Issues Informed Consent Obtain before the administration Ensure voluntary participation and freedom to withdraw from participating without punishment Provide contact information of administrator Check with your State/Provincial or Country psychology board regarding ethical issues

61 61 Ethical Issues Debriefing Raters Explain purpose of the debriefing session How did they find the EQ-360 process? What were their expectations and were they met? How could the process be improved?

62 62 Ethical Scenarios For each of the scenarios provided, consider the following questions: 1.What is/are the ethical issues with the scenario? 2.What steps should be taken to ensure the privacy of participants? 3.What are the appropriate steps that should be followed in order to rectify the issue? 4.What resources are available in order to rectify the issue?

63 63 #1: Acquisition An I/O psychologist has collected extensive developmental planning data on the top 100 executives of a very large corporation. The data includes the results from the EQ-360. Participants completing the EQ-360 were promised by the Board of Directors that the results would be used for development purposes only. Now, the organization is being acquired, and the team making staffing decisions for the merged organization has requested the 360 data.

64 64 #2: Succession Planning A management consultant has decided to relocate to another city and must leave behind data from a recent EQ-360 assessment used for development purposes with various managers from an Engineering company. The Engineering company indicated that it will not replace the management consultant. Instead, a HR manager will assume responsibility for the EQ-360 feedbacks, as well as the development initiatives.

65 65 #3: Scope Planning A consultant was hired by a firm to conduct EQ-360 assessments. The organization has not yet decided whether the assessment results will be used for selection in addition to development, or who will have access to the data. The consultant is concerned and wants to tell the ratees and raters that the firm has not yet decided how the data will be used.

66 Part Five Administering the EQ-360

67 67 Part Five Objectives Prepare EQ-360 participants Use your Scoring Organizer account Select an administration format By the end of this section, you should understand how to:

68 Preparing Participants Speak with the ratee and raters before administration Discuss with the participants their right to confidentiality, feedback, and the development of skills after the assessment Participants need to know how they will benefit from the assessment

69 69 Preparing Participants Brief participants on –What emotional intelligence is –What a 360° assessment is –How the EQ-360 will be used –What are the rating scales –Definitions of scales

70 70 Preparing Participants Discuss the importance of providing honest answers that reflect current functioning Discuss how long it will take to complete the inventory Clarify ratee and rater expectations

71 Exercise Create a correspondence to raters Invite a group of raters to complete the EQ-360 on their coworker, Jim Smith. Your invitation should contain the following information: What the EQ-360 is Why they are being asked to complete it Reasons for participation That they will complete the assessment online What will be done with the results

72 72 Administration Options Online: –Link to survey website in an email –Web scoring Paper –Packets shipped to participants –Mail/fax scoring

73 73 Scoring Organizer You will receive an MHS Scoring Organizer account that stores your rater information online Full instructions in the online Help and Getting Started Guide

74 74 Scoring Organizer

75 75 Online Administration Setting up the EQ-360 Each ratee must belong to a different Scoring Organizer Group Decide whether you wish to add open-ended items to the EQ-360 Raters short responses will appear on the Coach Report

76 76 Online Administration Add a new group for each individual ratee

77 77 Online Administration Add up to 7 open-ended items:

78 78 Mail/Fax Administration 1.Use the item booklets, scanable response sheets, and scoring service processing form 2.Mail or fax forms to MHS for scoring 3.Reports can be scored from your Scoring Organizer account

79 79 Administration Service No time to handle administration and scoring? MHS can contact raters for you, track completion, and send you scored reports

80 80 Questions?

81 Part Six Scoring and Reports

82 82 Part Six Objectives Score EQ-360 reports Differentiate the EQ-360 Client and Coach reports Decide what reports to use Find information in the reports By the end of this section, you should know how to:

83 83 EQ-i Refresher ReportNarrative Information Interpretive Guidelines Bar GraphsBest for… Development Report Clinical with suggestions for development for lowest 3 subscales Numeric5 areas: Very Much Below Average to Very Much Above Average Counseling and life coaching (Counselors Section stays with clinician) Resource Report Corporate with suggestions for development for lowest 3 subscales Numeric in Counselors Section only 3 areas: Enrichment, Effective Functioning, Enhanced Skills; divided by approx 1 SD Human capital development in organizations (Counselors Section stays with coach/HR) Business Report Corporate with suggestions for development for all 15 subscales Numeric in Coachs Section only 3 areas: Enrichment, Effective Functioning, Enhanced Skills; divided by approx 1 SD Development planning with SMART goal setting and activity sheets (Coachs Section stays with coach/HR) EQ-360 Reports come with your choice of one of the above reports. Individual Summary Reports are generated separately.

84 84 EQ-i Business Report

85 85 Scoring Reports Scoring generates 2 EQ-i and 2 EQ-360 reports: See your Getting Started with EQ-360 Guide for instructions

86 86 Scoring Reports Under EQ-360, select the EQ-i report type to determine the self-rated report output There is no need to score the EQ-i separately

87 87 Report Comparison Coach ReportClient Report Provides the administrator, coach, or employer * with in-depth response analysis, including validity and rater information Numeric cut-offs may be distracting to the ratee Not recommended for raters or the ratee Provides the ratee or employer with general response analysis and development information Sensitive language encourages positive change Not recommended for raters *Access to reports requires the consent and permission of the ratee.

88 88 Report Comparison Coach ReportClient Report Interpretive guidelines < 80 80-89 90-109 110-129 >130 Develop Consider Developing Effective Well-Developed Enhanced Coachs summary section YesNo Open-ended itemsYesNo

89 89 Report Comparison Coach Report Client Report Numeric Non-numeric

90 90 Report Components

91 91 Report Components Development Strategies Shown for up to three subscales with the highest discrepancy between ratee and rater

92 92 Report Components Coachs Report Summary Rater familiarity Scale scores by rater group (significant differences flagged) Profile graph Item response frequencies (with mean score for each item)

93 93 Report Components Open-Ended Items (Coach Report) Respondents short descriptions give qualitative information about the ratee:

94 94 Questions?

95 Part Seven Interpretation and Feedback

96 96 Part Seven Objectives Gauge validity of responses Understand report results Provide feedback to the ratee Recommend strategies for development Deal with common challenges By the end of this section, you should know how to:

97 97 Assessing Validity Examine the overall validity of the EQ-360 assessment with regards to: - EQ-i validity - Number of raters - Rater familiarity - Selection of raters

98 98 Assessing Validity EQ-i Validity Omission Rate Positive Impression Scale Negative Impression Scale (if applicable) Inconsistency Index Ratee response style Time taken to complete the EQ-i

99 99 Assessing Validity Group Size Ensure that there are enough raters in each rater group (3 rater minimum) Ensure that there is a similar number of peers and direct reports

100 100 Assessing Validity Rater Familiarity Review rater familiarity chart (in the Coachs Summary) Responses may not be accurate if raters attest to knowing the rater Not Very Well or Under 1 year

101 101 Assessing Validity If raters are selected by… The ratee: –Make sure that raters are objective and work with the rater in some current capacity The ratees manager or HR: –Verify rater relationships with the ratee –Manager and HR may not know all of the people with whom the ratee works

102 102 Understanding the Results EQ-360 raw scores converted to standard scores Each EQ-360 scale has same mean and SD as EQ-i scales Mean = 100SD = 15

103 103 Review scores for scales and items: Total EQ Composite scales Subscales Item responses Understanding the Results

104 104 What are score discrepancies? Compared to EQ-i scores, are the EQ-360 scores significantly (> 10 points) higher or lower? Do the ratings of one rater group differ substantially from others? Understanding the Results

105 105 If ratee scores lower than rater –Indicative of underestimating own EI ability –May also reflect low self-awareness or self-esteem If ratee scores higher than raters –Indicative of overestimating own EI ability –May reflect inability to view self critically, ego centrism/narcissism Understanding the Results

106 106 Significant score differences between rater groups –Indicative that ratee behaves differently with each rater group Consensus of scores between rater groups –Indicative of accurate picture of ratees EI functioning most of the time and across situations Understanding the Results

107 107 EQ-360 results should be integrated with other data and information: –Interview data from ratee –Additional psychological and behavioral assessments –Qualitative feedback of colleagues/raters –Direct observation of ratee Understanding the Results

108 108 Feedback Challenges Potentially vulnerable time Defense mechanisms Areas that need development are for strategic correction, not blame or guilt Talk about strengths Establish your role in the development process

109 109 Providing Feedback 1.Set the Stage Verify the clients understanding of the purpose of the assessment Discuss how the results will be used Assure the client of confidentiality

110 110 Providing Feedback 2.Explain the Feedback Process Ask when and where the client completed the assessment Point out that scores are a basis for discussion Discuss the reasons why there are no numbers on the report

111 111 Providing Feedback 3.Discuss the report Validity: explore what motivated the clients answers Select subscales you want to discuss Ask the client what he or she thinks Draw connections between subscales Identify patterns between rater groups

112 112 Case Studies Feedback Report practice interpretation Refer to case studies in the appendix of your workbook

113 Case Study #1 Justin 33-year-old Customer Service manager EQ-360 to aid in professional development Referred by manager, who is grooming Justin for a middle management position

114 Case Study #2 Linda 34-year-old Project Manager EQ-360 to aid in transition to new role Problems with staff management Referred by manager to HR

115 Case Study #3 Amalie 49-year-old NFP CEO EQ-360 given to all executives to identify leadership gaps Amalies task-oriented work style differs from her sociable coworkers

116 116 Case Study #4 Christopher 48-year-old commercial airline pilot Referred by HR due to co-pilot complaints Concern over communication and following logbook protocol

117 117 Case Study #5 Bill 49-year-old sales manager Referred by VP due to interpersonal problems Concern over lack of staff commitment

118 118 Case Study #6 Joan 55-year-old university department chair Directing a new department committee Instigated committee-wide EQ-360 for teambuilding and performance management Wishes to rekindle dedication and teamwork

119 119 Questions?

120 Part Eight Coaching and Development

121 121 Part Eight Objectives Help the ratee create a personal development plan Assess the organizational factors that affect the ratees progress Reassess for success By the end of this section, you should know how to:

122 122 Analyzing Development Strategies Strategies appear for the three subscales with the greatest discrepancy between Ratee and the All Rater Group Choose the strategies that are most appropriate to improving work performance

123 123 Analyzing Development Strategies Discuss accessible resources and support systems to help leverage client strategies Encourage the use of development strategies on the job

124 124 Creating a Personal Development Plan Develop a plan of action with clear goals and timelines The goal is lasting behavioral change Who, when, how: –Who will be involved –When will it begin –How it will happen

125 125 Creating a Personal Development Plan Pick one or two subscales that are relevant to job performance Record the current level of behavior in these subscales List how the attainment of goals will be beneficial to the organization

126 126 Creating a Personal Development Plan List internal and external factors that will –Enhance your EQ performance –Hinder your EQ performance Schedule regular feedback from peers, direct reports, and manager

127 Exercise Create a personal development plan Jim Smiths results show that he is low on the Interpersonal Relationship scale, which is important to his job as an engineering supervisor. His plan should contain the following information: The end goal How development will benefit the organization Who, when, how Timelines Factors that will help or hinder progress

128 128 Follow-up Coaching Summarize prior meeting Check whether progress towards goals has been made When a goal is met… –Congratulate! –Choose another EQ-i area to focus on –Set new goals

129 129 Follow-up Coaching When a goal is not met… –Look to see if goals were unrealistic –Set new goals with new timelines and action steps –Find additional resources to achieve revised goals

130 130 Begin with organizational objectives Identify a job-specific competency model with detailed skills and behaviors Quantify performance outcomes such as customer satisfaction, leadership, sales, profit, or deadline adherence Establish cut-offs for poor performance Measuring Outcomes

131 131 What EQ-i areas are most important to organizational and individual success? What competencies will you investigating? –Individual? –Organizational? How do the EQ-360 results map to the strategy or needs of the organization? Measuring Outcomes

132 132 Reassessment to Gauge Progress Repeat assessment as a measurement of outcomes Annual assessment is the norm but more frequent assessments may be needed Compare effectiveness over time Do performance measures need to change?

133 133 Questions?

134 Wrap Up Review

135 Goals 1.360° assessments 2.Using the EQ-360 3.Psychometrics 4.Planning and ethics 5.Administration 6.Scoring and reports 7.Interpretation and feedback 8.Coaching 9.Exam

136 Exam Interpret a sample report (60 minutes)

137 137 EQ-360 Assessment Complete a EQ-360 administration, interpretation, and feedback on a client of your choice Provide a detailed written description of the following (include copies of forms and letters used if any): –How you addressed informed consent –How you set up the administration –How you conducted your initial interpretation –Describe the feedback session(s) –Describe any additional plans discussed with the client

138 138 EQ-360 Assessment Required for qualification Format & length Due date Submission

139 Thank You Please fill out an evaluation form How to contact me

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