7 Course Structure Pre-work In-class Exam Feedback Survey Assessment and FeedbackE-learning modulesIn-class2 daysExamOnline after in-class portionFeedback SurveyOnline after Exam
8 Exam Expectations Covers all modules Online, to be taken after in-class portion is completedMust obtain minimum of 70% in order to be certified to use the EQ-i2.0/EQYou have 2 hours to complete the examOnce complete, obtain results:If you pass, you will complete the course evaluation survey, and obtain your certificateIf 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 importanceDescribe the components of the EQ-i2.0 including defining composite scales and subscalesUnderstand the science behind the EQ-i2.0Administer the EQ-i2.0 and the EQInterpret the EQ-i2.0 and the EQ
10 Overall Training Objectives Prepare for a feedback/debrief/EQ coaching sessionDemonstrate the ability to conduct an effective assessment feedback sessionExplain the benefits of EI to client groupsDescribe how EI applies to different disciplinesIdentify resources available post-certificationAssess which report type is appropriate for your client
11 Model ReviewWith 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.
13 Understanding the Model Think about the scale you are high inIdentify ways in which you demonstrate this skill and what feedback you’ve been given to support itShare 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 formDemonstrate this to the others in your group until they guess which subscale you have
15 Movie Clip ActivityWatch 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 InteractionEQ-i 2.0 comes alive when we look at how the subscales work togetherWhen interpreting, look for patterns:Subscales that are lowSubscales that are highLow and high subscales working togetherRemember: 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 subscaleIdentify a famous person that represents either the high or low use of this subscaleShare your thoughts with the larger group
21 Balancing EI Client Report: one per subscale Coach Report: three per subscaleCan 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 secondLow in the first subscale and higher in the secondBe 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 reportComplete 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
25 Coach’s Report Response Style Explained – customized Overview of Your Results – customizedWell Being Indicator – customizedBalancing Your EI – customizedItem Responses – customizedFollow-up Questions – standardAction Plan – standardDevelopment Commitment – standardCoach’s Guide to an EQ-i2.0 Debrief – standard
26 Interpretation of Results Response Style:Participant SummaryInconsistency IndexPositive/Negative ImpressionItem 133Omitted ItemsResponse Distribution
27 Interpretation of Results Overview of Your ResultsDeeper 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 resultsCome up with three questions you would have for this client, based on what you see in the Balancing EI sectionBe 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 resultsCome up with three questions you would have for this client, based on what you see in the Balancing EI sectionBe 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 RapportSet contextReview goals of sessionPhase 2: Validate FactsAsk for their first impressionsEnsure they validate resultsPhase 3: DiscoveryUse follow-up questions to probe in areasFocus on strengths and challenges
32 Coach’s Guide to an EQ-i2.0 Debrief Phase 4: Establish RelevanceConnect results back to their rolesPhase 5: Explore BenefitsStart moving to development planGain buy-in for changePhase 6: TransitionGain accountability/commitmentBegin 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 coachWhen 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 discussionClient: either provide your own EQ-i2.0 or a sample to the coachObserver: 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 youDetermine who will play which roleWhen you are ready the coach can begin Feedback Practice #1You will have:5 minutes to prepare20 minutes to practice5 minutes to provide feedback to the coachOnce 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-i2.0You are governed by the psychological association in your part of the worldIn North America, it is the American Psychological Association (APA) and Canadian Psychological Association (CPA)Ensure you are familiar with your local guidelinesWe will focus on three main areas:Ownership of the resultsEthics around the security of the testEthics 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 inadvance 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 individualThe other team will ‘solve’ your issues for you
43 Steps to Gaining Buy-In Investigate Underlying NeedsKnow Your AudienceAnticipate ResistancePresent Your Value Proposition
44 Steps to Gaining Buy-In Investigate Underlying NeedsKnow Your AudienceAnticipate ResistancePresent Your Value Proposition
45 Investigate Underlying Needs The EQ-i2.0 is used in the following areas:LeadershipSelection (Star Performer)Succession planningSelf – AwarenessHigh Potential development opportunityExecutive coachingLife coachingTeam effectivenessManagement 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 NeedsKnow Your AudienceAnticipate ResistancePresent 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 NeedsKnow Your AudienceAnticipate ResistancePresent Your Value Proposition
50 Leader Resistance Leader thinks it’s a flavor of the month Leader thinks it isn’t tied to business resultsLeader knows little about EI, and thinks it’s all ‘touchy-feely’ HR stuffLeader 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 assessmentLeader doesn’t see the ROILeader 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 onCome up with some ways to overcome that resistanceBe 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 emotionsBased 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/ESCIEmotional Competency Indicator/Emotional SocialCompetency Indicator (ECI/ESCI)360 assessmentSeveral 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 Assessment360 assessmentMeasures seven dimensions that are a combination of:Personality traitsCharacterBehaviorsDispositions
55 Steps to Gaining Buy-In Investigate Underlying NeedsKnow Your AudienceAnticipate ResistancePresent Your Value Proposition
56 The MHS Portal Assessment Centre Resource Centre Online Community Invite, Manage, Report all in one placePurchase tokens to be used towards reportsResource CentreAccess articles, websites, marketing materialOnline CommunityTalk to other EQ-i2.0 practitioners about topics that are relevant to you and your work
58 What is Emotional Intelligence? Emotional intelligence is a set of emotional and social skills that collectively establish how well we:Perceive and express ourselvesDevelop and maintain social relationshipsCope with challengesUse emotional information in an effective and meaningful wayIt 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 minutesA predictable way to measure current level of emotional and social functioning: receive feedback on your resultsA 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 tool4,000 people took the assessment in order to ensure results are accurate: you are compared to your norm groupChecks and balances built into the tool to ensure the most accurate results
62 What Does it Measure? The EQ-i2.0 measures five distinct aspects of emotional and social functioning:Self-Perception – understanding your emotionsSelf-Expression – expressing your emotionsInterpersonal – develop and maintain relationshipsDecision Making – use emotions to make better decisionsStress Management – cope with challenges
63 Self-Perception Consists of the following sub-categories: Self-Regard – confidenceSelf-Actualization – continuous developmentEmotional Self-Awareness – understanding my emotions
64 Self - Expression Consists of the following: Emotional Expression – saying how you feelAssertiveness – standing up for yourself effectivelyIndependence – standing on your own two feet
65 Interpersonal Consists of the following: Interpersonal Relationships – developing and maintaining good relationshipsEmpathy – recognizing and appreciating how others feelSocial Responsibility – contributing to society
66 Decision Making Consists of the following: Problem Solving – effectively managing emotions when solving problemsReality Testing – seeing things as they really areImpulse Control – ability to resist or delay impulses
67 Stress Management Consists of the following: Flexibility – adapting to change effectivelyStress Tolerance – successfully coping with stressful situationsOptimism – having a positive outlook
68 Happiness Feeling satisfied, enjoying life An indicator of overall well-beingNot included in overall EQ-i2.0 resultsImpacts overall EQ-i2.0, closely linked to:Self-RegardOptimismInterpersonal RelationshipsSelf-Actualization
69 ResultsYou get an overall EQ-i2.0 result, as well as individual results for each componentYou will receive feedback on your results and what they meanYour report includes strategies to further develop your emotional intelligence and a development plan template to help you make your commitment realImproving 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: SelectionSelf-AwarenessSuccession PlanningLeadership DevelopmentExecutive CoachingTeam Effectiveness
71 Case Studies/ROIAdd 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:
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. fromHis or her own perspectiveHis or her leader’s perspectiveHis or her direct report’s perspectiveHis or her peer’s perspectiveWhere appropriate, his or her friend’s and family’s perspectiveIt 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 personIt 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 effectivenessIt can help build effectiveness within an organizationIt 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 ofIt 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 developmentIndividual developmentHigh potential identificationTeam effectivenessSuccession planning initiativeGeneral coachingPerformance management
78 EQ360 Definitions Ratee – person being assessed (respondent) Rater – person assessing the rateeManager – person the ratee reports to, either directly or indirectlyPeer – ratee’s colleague, at same level in the organization as rateeDirect Report – person reporting to ratee, either directly or indirectlyFamily/Friend – immediate or extended family members, friend or acquaintancesOther – 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 ratersThe EQ360 mirrors the EQ-i 2.0:The individual completes the self-assessmentThe raters complete the EQ360, responding to the same items, worded from their perspectives:EQ-i 2.0 ItemEQ 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 ratersRater responses are completely anonymousTo protect anonymity, each rater category must have a minimum of three raters in order to be scoredWhere a minimum of three raters doesn’t exist, those raters become part of the “Other” categoryThe 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 rateeHow often they interact with the rateeHow well they know the rateeRaters 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 basisRaters who trust the ratee and do not feel pressured into responding in a given wayA variety of raters allows for a better overall picture of the rateeInform 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/ethnicityGeographic regionRater TypeMaleFemaleTotalManager400800Direct ReportPeerFamily/Friend1,6003,200
84 Rater DetailsProvides information on how many raters responded by rater groupProvides 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 groupFlags 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 QuadrantReinforced Opportunities Quadrant2 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 scoreExample: S: 120; M: 122; P: 118; DR: 125This 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 scoreExample: S: 74; M: 78; P: 70This 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 ratersExample: S: 120; M: 90; P: 95; DR:131This 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 ratersExample: S: 75; M: 90; P: 95This 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 ratersThis warrants further discussion with your client to better understand the cause of such differences in how his EI skills are perceived
91 Profile Gap AnalysisAny 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 herAny 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 AnalysisAny subscales appearing in the bottom two quadrants indicate that the client rated him or herself below 100Any 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 symbolA visual summary is provided as well as the scores (including self-report scores)Where the symbols are close together, there is more agreementWhere the symbols are further apart, there is less agreement
94 Rater Response Summary Page 2 shows the same information broken down by subscaleFirst line indicates how many raters were within each categoryRegarding scores, whenever there is a difference of 10 or more points between raters and the self, an asterisk * appears
95 Subscale PagesTwo pages: Self –Report Results (EQ-i 2.0) page and EQ360 Results pageEQ360 Results Page provides:Biggest Gap: text illustrating the rater group(s) whose score was most different from your client’s self-assessmentOnly appears where there is at least a 10 point difference in scoresClosest Agreement: text illustrating the rater group(s) who agreed most closely with your client’s self-assessmentOnly appears where there is less than a 10 point difference in scoresDepending on scores, client may have either Biggest Gap, or Closest Agreement, or both
96 Subscale PagesItem stems and the average scores for each rater group as well as the self-reported score also appear on each subscale pageThis information allows you to dig deeper at the subscale level
97 Open-Ended QuestionsYou can choose open-ended questions from the database or create your ownChoose up to 5 questionsAll verbatim responses listed under each questionAll responses are listed by rater group: e.g. DR1, DR2, etc.
98 EQ360 ReportIn 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 InterpretationAs 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 FeedbackTake a look at the Rater Response Summary page you’ve been givenPrepare to provide feedback to your partner based on the information found on this pageWhen you are ready, decide who will go first as the coach and begin your feedback sessionOnce 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 coach15 minutes for your discussion with your partner5 minutes for your partner to give you feedbackYou will then switch roles and begin the process againDebriefWhat challenges did you have as you went through this activity?What questions do you have about the EQ360 report or feedback process?
102 Overcoming ObstaclesIn 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 forwardWith the challenges you’ve been assigned:Record ways to overcome these challenges on your flipchart
107 Administering Your First EQ-360 2.0 Set up your accountLogin and click EQ-360‘Transfer’ EQ-I 2.0 results if necessaryRequest Rater List from your Ratee or make them responsible for communication with RatersMonitor progressCreate report for meeting with Ratee