1. Welcome to the EQ-i 2.0/EQ-360 2.0 Certification Course

3. Agenda Overview Welcome and Review
Elements of EQ-i2.0: Subscales in Action
Interpretation and Feedback
Getting Buy-In
Planning and Administration
EQ Module
Exam and Feedback (online)

4. Introductions Who You Are: Name, Role, and organization you work in
How will you work with the EQ-i2.0/EQ
Expectations for the course

5. Pre-Work Review
Questions, Concerns, Outstanding issues from the pre-work

6. Administrative Details
Schedule
Breaks
Washrooms
Meals
Designed Alliance

7. Course Structure Pre-work In-class Exam Feedback Survey
Assessment and Feedback
E-learning modules
In-class
2 days
Exam
Online after in-class portion
Feedback Survey
Online after Exam

8. Exam Expectations Covers all modules
Online, to be taken after in-class portion is completed
Must obtain minimum of 70% in order to be certified to use the EQ-i2.0/EQ
You have 2 hours to complete the exam
Once complete, obtain results:
If you pass, you will complete the course evaluation survey, and obtain your certificate
If you don’t pass, I’ll coach you on areas that you are struggling with and then your profile will be reset to take the exam again

9. Overall Training Objectives
By the end of the certification program,
you will be able to:
Define emotional intelligence and its importance
Describe the components of the EQ-i2.0 including defining composite scales and subscales
Understand the science behind the EQ-i2.0
Administer the EQ-i2.0 and the EQ
Interpret the EQ-i2.0 and the EQ

10. Overall Training Objectives
Prepare for a feedback/debrief/EQ coaching session
Demonstrate the ability to conduct an effective assessment feedback session
Explain the benefits of EI to client groups
Describe how EI applies to different disciplines
Identify resources available post-certification
Assess which report type is appropriate for your client

11. Model Review
With a partner, take turns explaining the model and how it works as if you were explaining it to a client who was seeing it for the first time.

12. The EQ-i2.0 Model

13. Understanding the Model
Think about the scale you are high in
Identify ways in which you demonstrate this skill and what feedback you’ve been given to support it
Share your thoughts with the group

14. Understanding the Model
With the subscale card you’ve drawn, think about what it might look like in an exaggerated form
Demonstrate this to the others in your group until they guess which subscale you have

15. Movie Clip Activity
Watch the following movie clips observe the character(s) depicted and determine:
What subscale might they be high in?
What subscale might they be low in?
What questions might you ask based on what you’ve seen?

18. Module 2: Elements of EQ-i2.0: Subscales in Action

19. Subscale Interaction
EQ-i 2.0 comes alive when we look at how the subscales work together
When interpreting, look for patterns:
Subscales that are low
Subscales that are high
Low and high subscales working together
Remember: when preparing be curious; make hypotheses, prepare to be wrong ;-)

20. Highs and Lows With a partner: Pick a subscale card
How would it look if someone scored high in this subscale and then what it would look like if they scored low in this same subscale
Identify a famous person that represents either the high or low use of this subscale
Share your thoughts with the larger group

21. Balancing EI Client Report: one per subscale
Coach Report: three per subscale
Can turn entire section off

22. Relationship Between Scales
Select two subscale cards.
Discuss what it might look like if:
A person was high in the first subscale and lower in the second
Low in the first subscale and higher in the second
Be prepared to share your responses with the group

23. Relationship Between Scales
You are now assigned two subscales based on the Balancing Your EI section of the report
Complete the same exercise as before only this time there is one additional task:
Create a coaching question that you can ask your client based on the combination you have been given

24. Module 3: Interpretation and Giving Feedback

25. Coach’s Report Response Style Explained – customized
Overview of Your Results – customized
Well Being Indicator – customized
Balancing Your EI – customized
Item Responses – customized
Follow-up Questions – standard
Action Plan – standard
Development Commitment – standard
Coach’s Guide to an EQ-i2.0 Debrief – standard

26. Interpretation of Results
Response Style:
Participant Summary
Inconsistency Index
Positive/Negative Impression
Item 133
Omitted Items
Response Distribution

27. Interpretation of Results
Overview of Your Results
Deeper examination of individual scores (highs and lows)
Patterns (Balancing Your EI)
Well Being Indicator (Happiness)
Item Responses

28. Interpreting Profile #1
In triads, use page 13 to:
Review the Response Style Explained page to interpret the client’s results
Come up with three questions you would have for this client, based on what you see in the Balancing EI section
Be prepared to share your ideas with the larger group

29. Interpreting Profile #2
On page 14:
Review the Response Style Explained page to interpret the client’s results
Come up with three questions you would have for this client, based on what you see in the Balancing EI section
Be prepared to share your ideas with the larger group

30. Coaching Best Practices
With your table group, write down as many best practices as you can think of in five minutes.
Be prepared to share your ideas with the larger group.

31. Coach’s Guide to an EQ-i2.0 Debrief
Phase 1: Build Rapport
Set context
Review goals of session
Phase 2: Validate Facts
Ask for their first impressions
Ensure they validate results
Phase 3: Discovery
Use follow-up questions to probe in areas
Focus on strengths and challenges

32. Coach’s Guide to an EQ-i2.0 Debrief
Phase 4: Establish Relevance
Connect results back to their roles
Phase 5: Explore Benefits
Start moving to development plan
Gain buy-in for change
Phase 6: Transition
Gain accountability/commitment
Begin closing the meeting

33. Feedback Practice With a partner: Decide who will be the coach first
Take 5 minutes to prepare for when you are the coach
When you are ready, the coach starts the feedback session with the client

34. Skill Practice Roles In triads, you will each take turns being the
Coach, the Client, and the Observer:
Coach: review the EQ-i2.0 report and prepare for your discussion
Client: either provide your own EQ-i2.0 or a sample to the coach
Observer: you will take notes using the checklist and provide feedback to the Coach after the practice is over

35. Skill Practice Preparation
Everyone at the same time, using the profile your “Client” has provided to you
Determine who will play which role
When you are ready the coach can begin Feedback Practice #1
You will have:
5 minutes to prepare
20 minutes to practice
5 minutes to provide feedback to the coach
Once you have completed the full cycle, begin again with Feedback Practice #2, then #3

36. Skill Practice Debrief
What went well?
What was more challenging than you thought?
What would you do differently?
General thoughts?

37. Ethics and the EQ-i2.0
You are governed by the psychological association in your part of the world
In North America, it is the American Psychological Association (APA) and Canadian Psychological Association (CPA)
Ensure you are familiar with your local guidelines
We will focus on three main areas:
Ownership of the results
Ethics around the security of the test
Ethics around the person taking the test

38. Who Owns the Results? Is it the individual test-taker?
Is it the organization that hired you?
Is it the person signing the contract?
This is the question we need to address as far in
advance as possible – why?

39. Test Security Relevant part of APA/CPA Guidelines for the EQ-i2.0 :
Maintaining Test Security – are you ensuring the security of the results?

40. The ‘Respondent’ Relevant parts of APA Guidelines for the EQ-i2.0:
Use of Assessments – what is the purpose of administering the assessment?
Informed Consent in Assessments – does the individual consent to taking the assessment?
Release of Test Data – who gets to see the results?
Interpreting Assessment Results – are you taking everything into account?
Explaining Assessment Results – are you going over the results with the individual?

41. Ethics Activity With your group:
Brainstorm all issues surrounding either test security or the individual
The other team will ‘solve’ your issues for you

42. Module 4: Gaining Buy-In

43. Steps to Gaining Buy-In
Investigate Underlying Needs
Know Your Audience
Anticipate Resistance
Present Your Value Proposition

44. Steps to Gaining Buy-In
Investigate Underlying Needs
Know Your Audience
Anticipate Resistance
Present Your Value Proposition

45. Investigate Underlying Needs
The EQ-i2.0 is used in the following areas:
Leadership
Selection (Star Performer)
Succession planning
Self – Awareness
High Potential development opportunity
Executive coaching
Life coaching
Team effectiveness
Management Development

46. Underlying Needs Activity
Choose one need from the list and respond to the following questions:
How would you use the assessment to address the identified need?
How would you highlight the benefits for a leader?

47. Steps to Gaining Buy-In
Investigate Underlying Needs
Know Your Audience
Anticipate Resistance
Present Your Value Proposition

48. Internal vs. External Consultant
In your group, come up with a plan on how you would introduce emotional intelligence into an organization based on your role of internal or external consultant.
Things to consider:
What challenges might you face?
Who might be your biggest supporters and how would you leverage them?
Who might be the biggest obstacles and how would you overcome them?
What would you include in your business case?

49. Steps to Gaining Buy-In
Investigate Underlying Needs
Know Your Audience
Anticipate Resistance
Present Your Value Proposition

50. Leader Resistance Leader thinks it’s a flavor of the month
Leader thinks it isn’t tied to business results
Leader knows little about EI, and thinks it’s all ‘touchy-feely’ HR stuff
Leader thinks their team isn’t ready for this kind of thing (but can’t articulate why)
Leader has their own anxiety or fears around taking an EQ-i2.0 assessment
Leader doesn’t see the ROI
Leader thinks it’s important for some roles, like HR, but not for other, more technical roles

51. Leader Resistance Activity
Determine which resistance statement your group will work on
Come up with some ways to overcome that resistance
Be prepared to share your ideas with the larger group

52. EQ-i2.0 and MSCEIT Mayer-Salovey-Caruso-Emotional-Intelligence- Test
Tests the respondent's ability to perceive, use, understand, and regulate emotions
Based on scenarios typical of everyday life, it measures how well people perform tasks and solve emotional problems, rather than having them provide their own subjective assessment of their emotional skills

53. EQ-i2.0 and the ECI/ESCI
Emotional Competency Indicator/Emotional Social
Competency Indicator (ECI/ESCI)
360 assessment
Several subscales can roll up into one competency (e.g., Developing Others competency can include Interpersonal Relationships, Empathy, Social Responsibility, etc.)
Relationship Management includes leadership skills, may not be a fit with people who are not leaders

54. EQ-i2.0 and the Genos The Genos Emotional Intelligence Multirater
Assessment
360 assessment
Measures seven dimensions that are a combination of:
Personality traits
Character
Behaviors
Dispositions

55. Steps to Gaining Buy-In
Investigate Underlying Needs
Know Your Audience
Anticipate Resistance
Present Your Value Proposition

56. The MHS Portal Assessment Centre Resource Centre Online Community
Invite, Manage, Report all in one place
Purchase tokens to be used towards reports
Resource Centre
Access articles, websites, marketing material
Online Community
Talk to other EQ-i2.0 practitioners about topics that are relevant to you and your work

57. Introduction to Emotional Intelligence

58. What is Emotional Intelligence?
Emotional intelligence is a set of emotional and social skills that collectively establish how well we:
Perceive and express ourselves
Develop and maintain social relationships
Cope with challenges
Use emotional information in an effective and meaningful way
It is a predictor of success in life and work

59. What is the EQ-i2.0?
A way to accurately assess strengths and blind spots: take the assessment in less than 20 minutes
A predictable way to measure current level of emotional and social functioning: receive feedback on your results
A vehicle for developing effectiveness in order to improve performance: develop a customized action plan in order to ensure you are focusing on the right development needs

60. How Accurate is it?
Great amount of rigor went into the research and development of the tool
4,000 people took the assessment in order to ensure results are accurate: you are compared to your norm group
Checks and balances built into the tool to ensure the most accurate results

61. The EQ-i2.0 Model

62. What Does it Measure? The EQ-i2.0 measures five distinct aspects of
emotional and social functioning:
Self-Perception – understanding your emotions
Self-Expression – expressing your emotions
Interpersonal – develop and maintain relationships
Decision Making – use emotions to make better decisions
Stress Management – cope with challenges

63. Self-Perception Consists of the following sub-categories:
Self-Regard – confidence
Self-Actualization – continuous development
Emotional Self-Awareness – understanding my emotions

64. Self - Expression Consists of the following:
Emotional Expression – saying how you feel
Assertiveness – standing up for yourself effectively
Independence – standing on your own two feet

65. Interpersonal Consists of the following:
Interpersonal Relationships – developing and maintaining good relationships
Empathy – recognizing and appreciating how others feel
Social Responsibility – contributing to society

66. Decision Making Consists of the following:
Problem Solving – effectively managing emotions when solving problems
Reality Testing – seeing things as they really are
Impulse Control – ability to resist or delay impulses

67. Stress Management Consists of the following:
Flexibility – adapting to change effectively
Stress Tolerance – successfully coping with stressful situations
Optimism – having a positive outlook

68. Happiness Feeling satisfied, enjoying life
An indicator of overall well-being
Not included in overall EQ-i2.0 results
Impacts overall EQ-i2.0, closely linked to:
Self-Regard
Optimism
Interpersonal Relationships
Self-Actualization

69. Results
You get an overall EQ-i2.0 result, as well as individual results for each component
You will receive feedback on your results and what they mean
Your report includes strategies to further develop your emotional intelligence and a development plan template to help you make your commitment real
Improving your Emotional Intelligence will not only help you be more successful at work, but outside of work too!

70. Applying EQ-i2.0 There are many ways the EQ-i2.0 can be used:
Selection
Self-Awareness
Succession Planning
Leadership Development
Executive Coaching
Team Effectiveness

71. Case Studies/ROI
Add some case studies to further build credibility in you and the assessment. Go to the portal and download the information that works best for you:

72. Module 5: EQ-360 2.0 Certification

73. What is a 360° Assessment?
In the workplace, a 360° assessment is a way of assessing a person’s performance from ‘360 degrees around them’ e.g. from
His or her own perspective
His or her leader’s perspective
His or her direct report’s perspective
His or her peer’s perspective
Where appropriate, his or her friend’s and family’s perspective
It is a holistic view of an individual’s effectiveness in one or more areas

74. What is a 360° Assessment?
It allows various individuals to anonymously assess the same person, on the same things, based on their relationship and interaction with the person
It is a feedback mechanism that allows an individual to compare how they see themselves to how others see them

75. Benefits of 360° Feedback: Organization
It can impact business results by providing feedback to employees in order for them to increase their effectiveness
It can help build effectiveness within an organization
It can be seen as a great investment in leaders, teams, high potential individuals

76. Benefits of 360° Feedback: Individual
It identifies blind spots that an individual might not otherwise be aware of
It allows the individual to focus his or her development on where it will make the biggest impact

77. How 360° Assessments are Used
Some ways organizations use 360° assessments are:
Leadership development
Individual development
High potential identification
Team effectiveness
Succession planning initiative
General coaching
Performance management

78. EQ360 Definitions Ratee – person being assessed (respondent)
Rater – person assessing the ratee
Manager – person the ratee reports to, either directly or indirectly
Peer – ratee’s colleague, at same level in the organization as ratee
Direct Report – person reporting to ratee, either directly or indirectly
Family/Friend – immediate or extended family members, friend or acquaintances
Other – anyone else such as customers, clients, or used when less than 3 raters appear in one category, other than manager

79. What does the EQ360 Measure?
The individual’s current level of emotional intelligence competency as reported by him or herself and his or her raters
The EQ360 mirrors the EQ-i 2.0:
The individual completes the self-assessment
The raters complete the EQ360, responding to the same items, worded from their perspectives:
EQ-i 2.0 Item
EQ 360 Item
“I feel sure of myself”
“This person feels sure of himself or herself”
“I am self-motivated”
“This person is self-motivated”

80. Rater Participation The ratee may determine who the raters will be
Either the ratee or coach will invite raters
Rater responses are completely anonymous
To protect anonymity, each rater category must have a minimum of three raters in order to be scored
Where a minimum of three raters doesn’t exist, those raters become part of the “Other” category
The only exception is the manager category – this will be scored with any number of raters

81. Rater Participation Questions
Raters will be asked:
How long they have known the ratee
How often they interact with the ratee
How well they know the ratee
Raters have no rights to viewing the final results, the assessment results belong to the ratee

82. Rater Selection Criteria
When selecting raters, ratees should choose:
A mix of people including those who have known ratee a long time and those who ratee has known a shorter time;
Those who know ratee well and those who know ratee less well, N.B. should interact on a regular basis
Raters who trust the ratee and do not feel pressured into responding in a given way
A variety of raters allows for a better overall picture of the ratee
Inform Raters their responses will be anonymous, unless they are the Manager

83. Norms for the EQ360 Norm Group Size: 3,200 people
The norm group is within 4% of Census data:
Race/ethnicity
Geographic region
Rater Type
Male
Female
Total
Manager
400
800
Direct Report
Peer
Family/Friend
1,600
3,200

84. Rater Details
Provides information on how many raters responded by rater group
Provides responses to the following questions:
How long have you known the person being assessed?
How often do you interact with the person being assessed?
How well do you know the person being assessed?

85. Rater Response Style Explained
Provides the same information as EQ-i 2.0 Response Style Explained page, categorized by rater group
Flags will never appear on this page since the information is there to provide insight into the raters’ response patterns, not to invalidate an EQ360 profile

86. Profile Gap Analysis Displays two things: self-rating and agreement
It is a visual representation of an individual’s self-ratings (y-axis), and the level of agreement between the self-report and the raters (x-axis)
There are four quadrants:
Allied Strengths Quadrant
Reinforced Opportunities Quadrant
2 Blind Spots Quadrants

87. Allied Strengths Quadrant
Any subscales appearing in this quadrant reveal that your client rated him or herself above 100, and that the rater groups are in agreement with this score
Example: S: 120; M: 122; P: 118; DR: 125
This feedback reveals that this is a strength for your client, and that his or her perception has been confirmed by the raters

88. Reinforced Opportunities Quadrant
Any subscales appearing in this quadrant reveal that your client rated him or herself low, and that the rater groups are in agreement with this score
Example: S: 74; M: 78; P: 70
This feedback reveals that this is a developmental area for your client, and his or her perception has been confirmed by the raters

89. Blind Spots Quadrants Two quadrants: Upper Left and Lower Left
Upper Left Quadrant:
Any subscales appearing in this quadrant reveal that your client had a higher self-rating, and that there is less agreement with his or her raters
Example: S: 120; M: 90; P: 95; DR:131
This is a blind spot since your client sees himself very differently than his raters see him on this subscale, and warrants further investigation

90. Blind Spots Quadrants Lower Left Quadrant:
Any subscales appearing in this quadrant reveal that your client had a lower self-rating, and that there is less agreement with his or her raters
Example: S: 75; M: 90; P: 95
This can be a development opportunity for your client since he or she sees themselves as using this subscale very differently than what is perceived by his or her raters
This warrants further discussion with your client to better understand the cause of such differences in how his EI skills are perceived

91. Profile Gap Analysis
Any subscales appearing in the Allied Strengths and Reinforced Opportunities Quadrants are points of agreement between your client and his or her raters, in other words, your client sees him or herself in the same way others see him or her
Any subscales appearing in the Blind Spots Quadrants are points of disagreement between your client and his or her raters, in other words, gaps between how your client sees him or herself and how others see him or her

92. Profile Gap Analysis
Any subscales appearing in the bottom two quadrants indicate that the client rated him or herself below 100
Any subscales appearing in the upper two quadrants indicate that the client rated him or herself higher than 100

93. Rater Response Summary
The first page shows self and rater group results on Total EI, and all five Composite Area results, identified by unique symbol
A visual summary is provided as well as the scores (including self-report scores)
Where the symbols are close together, there is more agreement
Where the symbols are further apart, there is less agreement

94. Rater Response Summary
Page 2 shows the same information broken down by subscale
First line indicates how many raters were within each category
Regarding scores, whenever there is a difference of 10 or more points between raters and the self, an asterisk * appears

95. Subscale Pages
Two pages: Self –Report Results (EQ-i 2.0) page and EQ360 Results page
EQ360 Results Page provides:
Biggest Gap: text illustrating the rater group(s) whose score was most different from your client’s self-assessment
Only appears where there is at least a 10 point difference in scores
Closest Agreement: text illustrating the rater group(s) who agreed most closely with your client’s self-assessment
Only appears where there is less than a 10 point difference in scores
Depending on scores, client may have either Biggest Gap, or Closest Agreement, or both

96. Subscale Pages
Item stems and the average scores for each rater group as well as the self-reported score also appear on each subscale page
This information allows you to dig deeper at the subscale level

97. Open-Ended Questions
You can choose open-ended questions from the database or create your own
Choose up to 5 questions
All verbatim responses listed under each question
All responses are listed by rater group: e.g. DR1, DR2, etc.

98. EQ360 Report
In your group, go over your assigned page(s) and share your responses to the following questions with the rest of us:
What is the main purpose of this page?
What are the key features and benefits of this page?
Why is it important to review this information?
What information do you get about this client based on what you see?

99. EQ360 Interpretation
As a group, take the rater group you’ve been assigned and go through the results, responding to the following questions:
What do you notice regarding the response style of your assigned rater group?
Reviewing the report, where are the points of agreement?
Where are the points of difference?
What are three questions you would ask based on this rater group’s results?
What are three areas you would want to probe further based on patterns?

100. Giving Feedback
Take a look at the Rater Response Summary page you’ve been given
Prepare to provide feedback to your partner based on the information found on this page
When you are ready, decide who will go first as the coach and begin your feedback session
Once the first person has finished, switch roles and begin the second feedback

101. Giving Feedback #2 With your assigned EQ360 report, you have:
20 minutes to prepare for when you are the coach
15 minutes for your discussion with your partner
5 minutes for your partner to give you feedback
You will then switch roles and begin the process again
Debrief
What challenges did you have as you went through this activity?
What questions do you have about the EQ360 report or feedback process?

102. Overcoming Obstacles
In your groups, come up with 2 challenges you have either experienced when implementing a 360 degree assessment into an organization, or anticipate might be a challenge for you as you move forward
With the challenges you’ve been assigned:
Record ways to overcome these challenges on your flipchart

103. Interpretation Exercise
Flexibility
Self = 106
Manager = 102,
Peer = 115
Direct Report = 85
Family/Friends = 92
Clients = 96
©Copyright Multi-Health Systems, Inc. All Rights Reserved.

104. Interpretation Exercise
Interpersonal Relationship
Self = 101
Manager = 102,
Peer = 98
Direct Report = 103
Family/Friends = 100
©Copyright Multi-Health Systems, Inc. All Rights Reserved.

105. Interpretation Exercise
Stress Tolerance
Self = 115
Manager = 102,
Peer = 98
Direct Report = 104
Family/Friends = 90
©Copyright Multi-Health Systems, Inc. All Rights Reserved.

106. The Basics of Using the EQ-360
Who to call for assistance
MHS Customer Service Rep , press ‘0’
MHS Tech Support
EQ Hotline
Vancouver:
Calgary:
Toronto:
©Copyright Multi-Health Systems, Inc. All Rights Reserved.

107. Administering Your First EQ-360 2.0
Set up your account
Login and click EQ-360
‘Transfer’ EQ-I 2.0 results if necessary
Request Rater List from your Ratee or make them responsible for communication with Raters
Monitor progress
Create report for meeting with Ratee