1. Understanding and Interpreting Emotional Intelligence View 360
Kenneth M. Nowack, Ph.D.
(310)  (310) Fax

2. Emotional Intelligence: The State of the Field

3. What is Emotional Intelligence?
At the most basic level, Emotional Intelligence (EI) is the ability to perceive, understand and manage your emotions and behavior as well as others effectively

4. Current Issues and Controversies with Diverse EI Measures
Ability Measures
Independent of FFM
Weak convergent validity with other cognitive ability measures
Scoring issues
Confounded with a measure of knowledge
Self-Report (Mixed) Measures of EI and ESC
High correlations with FFM
Limitations of self-report
360 feedback
Tend to ignore context, situation and setting
Cherniss, C. (2009). Emotional Intelligence: Towards Clarification of a Concept. Rutgers University

5. What Does EI and ESC Predict?
A meta-analysis of 69 studies using diverse measures of EI correlated .23 with job performance (k=19, N=4158) and .22 with general mental ability (Van Rooy & Viswesvaran, 2004)
New research by Joseph & Newman (2010) was based on 21 published meta-analytic studies and new meta-analysis of over 171 studies revealed:
Self-report (mixed) measures and ability based measures do not appear to be assessing the same thing
“Mixed” measures show incremental validity over mental ability and personality measures but it is not clear why
When dealing with high emotional labor jobs, all types of EI/ESC measures exhibit meaningful incremental validity over cognitive validity and personality (weaker or negative for low emotional labor positions)
Ability based EI measures favor women and Whites
Joseph, D. & Newman, D. (2010). Emotional intelligence: An integrative meta-analysis and cascading model. Journal of Applied Psychology, 95, 54-78

6. What Does EI and ESC Predict?
The most comprehensive meta-analysis by O’Boyle et al. included 65% more studies and twice the sample size to estimate EI and job performance outcomes:
Trait, personality and mixed measures demonstrated corrected correlations ranging from 0.24 ti 0.30 with job performance
All measures show incremental validity over mental ability and personality measures
O’Boyle, E., Humphrey, R., Pollack, Hawver, T. & Story, P. (2010). The relationship between emotional intelligence and job performance: A meta-analysis. Journal of Organizational Behavior, /job.714

7. Goleman Emotional and Social Competence Model http://www. eiconsortium
Self-
Awareness
Social
Awareness
Emotional Self-Awareness
Accurate Self-Assessment
Self-Confidence
Empathy
Organizational Awareness
Service Orientation
Self-
Management
Social Skills
Developing Others
Leadership
Influence
Communication
Change Catalyst
Conflict Management
Building Bonds
Teamwork & Collaboration
Self-Control
Trustworthiness
Conscientiousness
Adaptability
Achievement Orientation
Initiative

8. Cascading Model Emotional Intelligence Emotion Understanding
Emotion Perception
Conscientiousness
Cognitive
Ability
Emotion Understanding
Emotional
Stability
Emotion Management
Job Performance
Health

9. Emotional Intelligence View 360 Psychometrics and Research

10. Envisia Learning EI Competency Model
Self
Management
Relationship
Management
Communication
Self-Development
Adaptability/Stress Tolerance
Self-Control
Trustworthiness
Strategic Problem Solving
Achievement Orientation/Drive for Results
Building Strategic Relationships
Conflict Management
Leadership/Influence
Interpersonal Sensitivity/Empathy
Team/Interpersonal Support
Collaboration
Listening
Oral Communication
Two-Way Feedback
Oral Presentation
Written Communication
Self-Development
Adaptability/Stress Tolerance
Self-Control
Trustworthiness
Strategic Problem Solving
Achievement Orientation
Empathy
Organizational Awareness
Service Orientation

11. EIV360 Psychometrics and Norms
Moderately high internal consistency reliability (Cronbach’s alpha) ranging from .74 to .89 across all 17 competencies
High intercorrelations between competency groups (average r = .91 , p < .01)
Factor analysis suggests a 5 factor solution (Eigen values over 1.0) accounting for over 71% of the variance suggesting that for research purposes an overall EI score may be useful

12. EIV360 Psychometrics and Norms
North American and European data base contains over 5,500 full time working adults
Diverse job levels from executives to independent contributors and professionals
No significant differences by age
Women score significantly higher on Relationship Management (F = 7.3, p < .01) and Communication (F = 21.1, p < .05) competency groups compared to men in the United States and higher on Communication (F = 5.96, p < .01) competencies only for European samples
Those with higher education degrees report significantly higher Communication EI scores compared to lesser educated participants (F=7.58, p < .01)
African Americans self-report significantly higher EI scores on overall EI, Self-Management and Relationship Management competencies compared to Whites (all p’s , >05) but no other ethnic/cultural differences were found

13. EIV360 Analysis: Significant Differences by Country
ANOVA Overall EIV F (9, 6726) = 21.09, p < .01
Note: USA EIV (N=1,801), SelfMgt.,RelMft, Com Means = 5.60, 5.63, 5.50, 5.66

14. A Comparison of EI in Leaders in Spain and United States
Objective: Explored emotional intelligence in Spanish (740) and US (1,271) leaders in diverse industries.
Measures: Emotional Intelligence View 360
Results: Leaders in Spain rated themselves significantly higher on overall emotional intelligence compared to those in the United States as did direct reports (p < .05). In Spain, boss ratings of leaders were significantly lower than self or direct report ratings. No significantly differences between self, manager and direct report ratings were observed in the US sample.
Conclusion: In general, leaders in Spain are rated significantly higher by direct reports and perceive themselves to be more emotionally intelligent on the three major areas measured in this study (Self-Management, Relationship Management and Communication).
Nowack, K. & Pons, B. (2009).

15. Executive MBA (EMBA) EI Research
Objective: To investigate the change in emotional intelligence with and executive MBA program participating in a 2-year leadership development program as part of their academic curriculum.
Measures: Emotional Intelligence View 360 (EIV360) and Talent Accelerator (online developmental and planning and reminder system to support professional action plans).
Design: Subjects for this study were full time working executives participating in a 2-year EMBA program. A new leadership curriculum was introduced along with a focus on developmental planning on interpersonal and team competencies. The EIV360 was administered at the beginning of the EMBA program and approximately 18 months later for 110 students.
Outcomes: Significant changes were observed for the Relationship Management competency area (F = 4.04, p < .05) but not for self-management, or communication competency areas during the two-year program. These results support the focus on enhancing interpersonal competence of EMBA students during their program.
Nowack, K. (2010). Unpublished Manuscript. Envisia Learning, Inc.

16. EI, Organizational Commitment & Performance
Objective: Explored emotional intelligence, organizational commitment with job performance among administrators in Universiti Teknologi Mara (UiTM ) Malaysis
Measures: Management View 360 Questionnaire as an index of job performance, PeopleIndex for emotional intelligence and Organizational Commitment Questionnaire for organizational commitment.
Design: The population in the study was 153 administrative managers working at UiTM who completed a comprehensive survey measuring EI, commitment and performance.
Results: Job performance was positively related to emotional intelligence (r = .761, p = ) and organizational commitment (r = .366, p = .001). Job performance is positively related to emotional intelligence dimensions: self-management (r = .742, p = 0.001), relationship-management (r = .746, p = .001) and communication (r = .766, p = .001). Overall emotional intelligence was significantly associated with organizational commitment (r = .354, p = .001).
Conclusion: Emotional Intelligence was significantly associated with both self-reported organizational commitment and job performance.
Yusof, R. (2006). The Relative Influence of Emotional Intelligence and Organizational Commitment on Job Performance of Administrators in UiTM. Unpublished Dissertation, University of Putra, Malaysia

17. EI & Academic Performance of Nurses
Objective: Explored the relationship between emotional intelligence and performance of third year nursing students in a clinical course.
Measures: Emotional Intelligence View 360, Clinical evaluation scores on Nurses Related Learning Experience (RLE; 60% professional and 40% personal), and overall grade point average.
Design: The population in the study was 48 third year nursing at the University of Santo Tomas, College of Nursing. Students were asked to complete the Emotional Intelligence View 360 as part of their curriculum during the year.
Results: Self-Management, Relationship Management and Communication competences were significantly correlated (all p’s< .01) with RLE scores for both self ratings and other ratings. Self and other emotional intelligence ratings were significantly associated with overall grade point average ranging from .84 to .97 (all p’s < .01).
Conclusion: Emotional Intelligence was significantly associated with nursing academic performance on qualitative and quantitative outcomes.
Agustin, V. et al. (2006). The Relationship Between the Competencies of Emotional Intelligence and the Performance of Selected Junior Thomasian Nursing Students in their Related Learning Experience Course. A thesis presented to the College of Nursing University of SantoTomas España, Manila

18. EI, Learner Autonomy & Performance
Objective: Explored emotional intelligence, learner autonomy, retention and academic performance in students enrolled in an adult degree completion program.
Measures: PeopleIndex and the learner autonomy intentions measured the Learner Autonomy Profile (LAP) Short Form (SF) were used. Student success was measured by cumulative grade point average (GPA) and retention.
Design: 141 nontraditional undergraduates enrolled at a small, private, liberal arts college in the northeastern U.S. completed web-based surveys measuring emotional intelligence and learner autonomy.
Results: Emotional intelligence and learner autonomy were positively correlated (r = .486; p = .000; < .01). Two of three emotional intelligence constructs to be predictors of retention but not grade point average. Of the PeopleIndex competency groups, communication (p = .051) and relationship management (p = .022) were the highest predictors of retention. Overall scores on PeopleIndex were the single best predictor of overall learner autonomy. Self-management, but not Communication or Relationship Management was significant predictors of learner autonomy in regression analyses. GPA was not significantly correlated with EI in this study.
Conclusion: Emotional Intelligence was significantly associated with both retention and learner autonomy.
Buvoltz, K., Powell, F. & Solan, A. (2007). Exploring Emotional Intelligence, Learner Autonomy and Student Success in Accelerated Undergraduate Degree Completion Programs. Manuscript submitted for publication. Regent University, Virginia

19. EI and Transformational Leadership
Objective: Explored the relationship between emotional intelligence and transformational leadership.
Measures: Emotional Intelligence View 360 and the Multi-Factor Leadership Questionnaire (MLQ-36; Avolio & Bass).
Design: Surveys were administered to 57 managers in a multinational company within the electronics industry.
Results: Transformational leadership scales of the MLQ-36 were significantly associated with Self-Management (r = .93, p < .01), Relationship Management (r = .70, p < .01) but not Communication competencies (r = .52, p = .16). Transactional leadership was significantly correlated with Self-Management (r =.95) but not significantly with Relationship Management (r = .70) or Communication (r = .36). Laissez-Fair leadership was not significantly correlated with Self- Management (r = -.15), Relationship Management (r = -.42) or Communication (r = .40). Transformational leadership was significantly correlated with Transactional Leadership (r = .91, p < .01) and modestly correlated with Laisse-Faire Leadership (r = .40).
Conclusion: Emotional Intelligence was significantly associated with both transformational and transactional aspects of leadership.
Pedro, M. L. (2006). Emotional Intelligence and Transformational Leadership. Unpublished Manuscript. Masters Thesis, University of Edora, Portugal

20. EI and Transformational Leadership
Objective: Explored the relationship between emotional intelligence and transformational leadership. .
Measures: Emotional Intelligence View 360 and the Multi-Factor Leadership Questionnaire (MLQ-36; Avolio & Bass).
Design: The population in the study included 23 female managers from several businesses/industries from Canada (6), Mexico (10), and the UK (7).
Results: Regression analyses indicated that overall EI was the single best predictor of transformational leadership (r²=0.45). Self-Management, Relationship Management and Communication were significantly correlated with Transformational leadership (rs = .66, .65, .54, all p’s < .01).
Conclusion: Emotional Intelligence was significantly associated more strongly with transformational versus transactional leadership outcomes.
Flores, M. (2007). Emotional Intelligence and Transformational Leadership in Female Managers. Unpublished Thesis, University of Arkansas, Little Rock

21. EI and Transformational Leadership
Objective: Explored the relationship between emotional intelligence and transformational leadership.
Measures: Emotional Intelligence View 360 and the Transformational Leadership Scale (Podsakoff et al. 1990). A measure of satisfaction with leadership, global satisfaction, and follower’s performance were also included in this study.
Design: The population in the study was 120 managers working within a banking organization in Portugal and 299 of their direct reports.
Results: Overall EI, Self-Management, Relationship Management and Communications were correlated with transformational leadership behaviors in leaders (r = .74, .68, , respectively; all p’s < .01) and with transactional leadership (r = .59, p < .01). A positive correlation between EI, transformational leadership behaviors in leaders and performance and satisfaction in their followers (only the EI communications scale significantly was associated with follower’s performance; r =.18, p < .05).
Conclusion: Emotional Intelligence was significantly associated more strongly with transformational versus transactional leadership outcomes.
Ana Maria Rocha, Madalena Melo, Nuno Rebelo dos Santos & Adelinda Araújo Candeias (2007). The Relationship between Emotional Intelligence and Transformational and Transactional Leadership. Universidade de Évora, Departament of Psychology, Portugal

22. EI, Stress and Coping
Objective: Explored the relationship between emotional intelligence, stress, coping and well-being.
Measures: Emotional Intelligence View 360 (EIV360) and StressScan.
Design: Measures were administered to 109 executive MBA students working full time during one of their required leadership courses in 2008.
Results: In multiple regressions, overall manager EI ratings (b = .25, t(84) = 2.5, p < .01) incrementally predicted Threat Minimization coping above overall self-ratings accounting for .17 of the variance in this dependent variable (b = .34, t(84) = 3.4, p < .01). No other significant associations were found in regression analyses between emotional intelligence, stress, coping and well-being.
Conclusion: Emotional Intelligence was significantly associated with Threat Minimization coping in this EMBA sample of men and women. Students with higher EI tended to be more perceptive of their stressors as indicated by using a type of coping that acknowledges feelings and puts closure to them, rather than ruminating and obsessing about them. Women students reported significantly higher levels of Cognitive Hardiness but no more stress (F (1,107) = 6.12, p < .01), Type A behavior, emotional intelligence or well-being compared to men (all p’s > .05).
Lukaj, M. (2010) Emotional intelligence and stress: An exploratory study. BA Honours Business Studies Dissertation, University of the West of England, Bristol

23. EI, Stress and Hardiness
Objective: Explored emotional intelligence, self-reported stress and cognitive hardiness in 109 Executive MBA students in a cross-sectional design.
Measures: Emotional Intelligence View 360 and the stress/resilient measure StressScan.
Design: 109 Executive MBA students were administered EIV360 and StressScan concurrently as part of their academic program. Regression analysis was used to explore f the extent to which overall EI and specific sub-scales predicts stress, cognitive hardiness and psychological well-being outcomes.
Results: No significant predictor variance was found between overall EI scores and stress, hardiness and well-being However adaptability scores of EIV360 were a significant predictor variable for hardiness and well-being scores, whereas self-control was a significant predictor variable of stress scores.
Conclusion: Self-management competencies (adaptability/stress and self-control) were significantly associated with stress, cognitive hardiness and psychological well-being providing evidence of convergent validity with these EI scales. Emotional intelligence coping appears to be associated with both resilience and global life satisfaction (psychological well-being).
Jessica Marie McGourty (2010). Emotional Intelligence and its relationship in predicting EMBA student’s work/ life stress and hardiness and well-being using self-report measures. Dissertation submitted as partial requirement for Masters of Sciences in Occupational Psychology, University of Worcester, UK

24. Emotional Intelligence and Leadership Performance
Objective: To explore EI competencies and performance in 21 high potential leaders within diverse industries and to identify factors associated with the highest performing individuals.
Measures: PeopleIndex was used to assess EI and senior management ratings were used to evaluate performance of the high potential leaders.
Design: Participants for this study consisted of 21 middle managers in diverse industries. Interviews will be conducted with a randomly sampled group of study participants to identify success factors associated with high and low performers.
Outcome: ANOVA analysis found no significant differences in EI by competency group (Self- management, Relationship management, Communication). Leaders who were categorized as "Exceeding Results" rated themselves significantly higher on the EI competency called Building Strategic Relationships compared to those categorized as "Gets Results" (F 1,20) = 4.77, p < .05).
This finding provides construct validity to this mixed EIV360 measure of emotional and social competence and the importance of the competency of Building Strategic Relationships to leadership performance.
Teresa Lara (2011). Exploring the correlation between positive and productive work peers with their level of Emotional Intelligence. Pepperdine University Masters Thesis

25. University of Barcelona Emotional Intelligence Educational Research Project
Objective: To compare the impact of a one-year emotional intelligence education program to postgraduate students compared to a control group at the University of Barcelona.
Measures: Emotional Intelligence View 360 (EIV360 self-assessment), MSCEIT (Mayer, Salovey, Caruso, & Sitarenios (2003), StressScan, QDE-A (self-report measure of emotional competencies with more about the design at )
Design: Subjects for this study will be approximately 200 postgraduate students at the University of Barcelona and Universitat de Lleida. Graduate students were divided randomly into a control and experimental group who participated in a one-year EI educational education. Pre and Post measures were collected on all assessments.
Outcome: No significant correlations were found between the mixed measure EIV360 and ability measure subscores of the MSCEIT for 110 subjects. MSCEIT Overall, Emotional Experiencing and Emotional Reasoning subscores and overall EIV360 correlations were .12, .07, .12, respectively, all p’s > .05). The competencies of Trust and Empathy were significantly correlated with the Managing Emotions, Using Emotions branches of the MSCEIT as well as the total score (average r’s = .25, p < .01).
This finding provides construct validity to this mixed EIV360 measure of emotional and social competence. Additional analyses are pending with the other measures
Rafael Bisquerra Alzina, Nuria Perez Escoda, Laura Mari. Departmento MIDE Facultad de Pedagogia. Universidad de Barcelona (2012)

26. Team and Individual Emotional Intelligence in Natural Resource Committee Members in Australia
Objective: To investigate the type of team characteristics and behaviours associated with different Emotional Intelligence profiles.
Measures: Emotional Intelligence View 360 and the Group Emotional Intelligence Questionnaire (Wolff and Druskat). Team performance will be determined using ranking to determine committee performance as this is consistent with the Australian Government process
Design: Subjects for this study included 58 participants working within seven separate committees.
Results: The results of this study showed that there was no statistical relationship between committee emotional competence and the emotional competence of individual committee members. The study also showed that there was no statistical relationship between the emotional competence of the committee and the emotional competence of the respective Chair. This study showed that there was a strong statistical relationship between committee effectiveness and committee emotional competence, with 93.1% of the variation in committee operating effectiveness explained by group emotional competence.
Schalk, T. (2012). The role of emotional competence on the effectiveness of natural
resource management committees. Doctoral Dissertation. University of Canberra, Australia. Doctoral Dissertation.

27. Emotional Intelligence in Achieving Success in Women in Engineering and Technology
Objective: To examine the use of emotional intelligence (EI) and perceptions of success and burnout among women in technology to better understand what EI competencies are needed to be successful.
Measures: PeopleIndex and Maslach Burnout Inventory (MBI)
Design: A mixed method approach was used, which consisted of three surveys and an interview. 23 female participants who earned a technical degree or who had a minimum of 5 years’ experience in a technical field participated in the study
Outcome: the study found that success was defined as others’ favorable perceptions of them, their own feelings of happiness, and making a difference. Nearly all participants (19 of 23) reported that the top factor that influenced their success in engineering and technology was EI with their competency ranging from neutral to high in self-management, relationship management and communication. Twenty-one of the participants identified influence as the most important skill to develop as a woman progresses in her career, with strategic relationships second
Significant correlations were observed with the MBI emotional exhaustion scale and overall EI, and each of the three main competency groups (r’s = -.476, -.407, and -.461, all p’s < .05) as well as specific competencies (Stress/Adaptability r = -.53, building strategic relationships, sensitivity/empathy, collaboration and listening. Significant associations were also observed between the MBI scale of Professional Efficiency and both overall EI and six competency scores. No significant relationship was found between the MBI cynicism scale and any EI competencies. These finding provide criterion related validity to this mixed EIV360 measure of emotional and social competence and job burnout.
Kim Elisha Proctor (2011). The role of emotional intelligence in achieving success for women in engineering and technology. The George L. Graziadio School of Business and Management at Pepperdine University for a Master of Science in Organization Development

28. Emotionally Unskilled & Unaware
Correlations with the MSCEIT Overall, Emotional Experiencing & Emotional Reasoning subscores and EIV360 were .12, .07, .12, respectively, all p’s > .05) for 110 participants
The competencies of Trust and Empathy in the EIV360 were significantly correlated with the Managing Emotions & Using Emotions branches of the MSCEIT as well as the total score (average r’s = .25, p < .01).
33% of all study participants were unskilled (low MSCEIT) and unaware (high EIV360) and this represented almost half (46%) of all who had high self-assessment of their EI
Rafael Bisquerra Alzina, Nuria Perez Escoda, Laura Mari. Departmento MIDE Facultad de Pedagogia. Universidad de Barcelona (2011)
Low EI Ability but High Self-Rating
33%
MSCEIT - +
Envisia EIV360

29. Emotional Intelligence View 360
Administration of the
Emotional Intelligence View 360
Assessment

30. EIV ° Feedback Process
Voluntary
Sign-Up
1. Adding Participants

32. EIV ° Feedback Process
1. Adding Participants
2. Briefing

33. Participant Invitation

34. EIV360 360° Feedback Process 1. Adding Participants 2. E-Mail Briefing
3. Rater Nomination

37. EIV360 360° Feedback Process 1. Adding Participants 2. E-Mail Briefing
3. Rater Nomination
4. Manager Approval

38. 5. Questionnaire Invites Sent
EIV ° Feedback Process
1. Adding Participants
2. Briefing
3. Rater Nomination
4. Manager Approval
5. Questionnaire Invites Sent

39. EIV360 Assessment Email Sent

40. EIV360 360° Feedback Process 1. Adding Participants 2. E-Mail Briefing
3. Rater Nomination
6. Questionnaires Completed
4. Manager Approval
5. Questionnaire Invites Sent

45. EIV360 360° Feedback Process 1. Adding Participants 2. E-Mail Briefing
3. Rater Nomination
7. Automated Reminders
6. Questionnaires Completed
4. Manager Approval
5. Questionnaire Invites Sent

46. Automated Reminders

47. EIV360 360° Feedback Process 1. Adding Participants
8. Reports Available
2. Briefing
3. Rater Nomination
7. Automated Reminders
6. Questionnaires Completed
4. Manager Approval
5. Questionnaire Invites Sent

48. Emotional Intelligence View 360
Interpreting the
Emotional Intelligence View 360
Feedback Report

49. Emotional Reactions to Feedback: GRASP Model
Grin or Grimace
Recognize or Reject
Act or Accept
Strategize &
Partner
Emotional Reaction
Cognitive Reaction
Commitment Reaction
Behavioral Reaction

50. Feedback Report Expectations
Emotional Intelligence View 360
Feedback Report Expectations
Much of the feedback will be validating
Some feedback might be surprising
Participants will have some type of emotional reaction to it
Not all rater groups necessarily experience the participant in the same way
The participant will have a lot of information to review and reflect on

51. 17 EI Competencies/ 74 Behaviors
Emotional Intelligence View 360
17 EI Competencies/ 74 Behaviors
Self
Management
Relationship
Management
Communication
Self-Development
Adaptability/Stress Tolerance
Self-Control
Trustworthiness
Strategic Problem Solving
Achievement Orientation/Drive for Results
Building Strategic Relationships
Conflict Management
Leadership/Influence
Interpersonal Sensitivity/Empathy
Team/Interpersonal Support
Collaboration
Listening
Oral Communication
Two-Way Feedback
Oral Presentation
Written Communication
Self-Development
Adaptability/Stress Tolerance
Self-Control
Trustworthiness
Strategic Problem Solving
Achievement Orientation
Empathy
Organizational Awareness
Service Orientation

52. Confidentiality of the 360 Feedback Process
KEY POINTS
All raters are anonymous except for the “manager”
Online administration uses passwords to protect confidentiality (Internet administration)
No line or bar graphs are shown unless at least two raters respond in a rater category (anonymity protection)
The summary feedback report is shared only with the respondent and is intended for development purposes only
The respondent decides how much of the summary feedback report he/she wants to share with others

53. Self-Other Perceptions: What Are Others Really Rating?
BOSS
Performance
Derailment Factors (EI)
REPORTS
Leadership Potential
PEERS

54. EIV360 Feedback Report Components
Introduction
Self-Awareness View “Johari Window”
Self-Other Rater Comparisons
Most and Least Frequently Observed Behaviors
Overall Competency/Behaviours Summary
Written Comments
Developmental Action Plan

55. Emotional Intelligence View 360 Invited Raters Page

56. Emotional Intelligence View 360 Awareness View Section
KEY POINTS
Emotional Intelligence View 360 provides a snapshot of self/social awareness in a series of graphs highlighting four areas:
Potential Strengths (Low Self Ratings & High Other Ratings)
Confirmed Strengths (High Self Ratings & High Other Ratings)
Potential Development Areas (High Self Ratings & Low Other Ratings)
Confirmed Development Areas (Low Self Ratings & Low Other Ratings)

57. Emotional Intelligence View 360 Awareness View

58. Accurate Self-Other Ratings
High EI

59. Positive Illusions and Self-Delusions
In general, self-ratings are inflated relative to others
Overestimators tend to be:
Executive level
Male
Older
Less educated
Those with greater tenure
Those who supervise more employees
Ostroff, Atwater & Feinberg (2004). Understanding self-other agreement: A look at rater and ratee characteristics, context and outcomes. Personnel Psychology, 57,

60. The “Strengths” Question: Is it Always a Good Strategy to Leverage Client Strengths?
OH# 23
[Read Quote on Perceptions to end this section]

61. The “Strengths” Conundrum
Strengths Should be Leveraged and Differentiate Low vs. High Performers (e.g., leaders can’t have too much conscientiousness or integrity)
Zenger & Folkman, 2013; Buckinham, 2011
Overdone Strengths Become Potential Liabilities (e.g., excessively high in decisiveness creates impulsive decision making)
Kaplan & Kaiser, 2013

62. The “Strengths” Conundrum
A curvilinear relationship exists between personality (e.g., Emotional Stability) and job performance)
Le, H., et al., (2011). Too much of a good thing: Curvilinear relationships between personality traits and job performance. Journal of Applied Psychology, 96,
A study of 340 outbound-call-center representatives supported the predicted inverted-U-shaped relationship between extraversion and sales revenue
Grant., A. (2013). Rethinking the Extraverted Sales Ideal: The Ambivert Advantage. Psychological Science, 24, 1024–1030.
A history of some lifetime adversity predicts better outcomes than high or no adversity
Seery, M. (2011). Resilience: A silver lining to experiencing adverse life events? Current Directions in Psychological Science, 20,
Ethical leadership demonstrated a linear relationship with deviant behavior of employees but a curvilinear relationship with organizational citizenship behaviors (OCB) in 3 studies
Stouten, J. et al., (2013). Can a leader be seen as too ethical? The curvilinear effects of ethical leadership. The Leadership Quarterly, 24,

63. Coaching to Confirmed Strengths
Reflect and Manage
Understand and Deploy Strengths
Combine to Overcome Weaknesses
Explore Team Strengths for Balance
Leverage to Avoid Overuse

64. Accurate Self-Other Ratings
High EI

65. Coaching to Confirmed Development Areas Evaluate Importance and Desire
High Importance/High Desire: Develop
Low Importance/Low Desire: Avoid
Low Importance/High Desire: Explore
High Importance/Low Desire: 1) Reshape Role; 2) Find Complimentary Partners

66. Overestimators (High Self /Low Other Ratings)
High Achievement
High Self Esteem
High Social Desirability
Low Anxiety
Goffin, et al, 2009

67. Coaching to Potential Development Areas
Monitor and Refine
Understand How Others Perceive Your Strengths
Refocus your Branding
Calibrate and Avoid Overusing your Strengths
Seek Additional “Feedforward”

68. Implications of Overestimation on Health Outcomes
OH# 23
[Read Quote on Perceptions to end this section]

69. Personality Correlates of Overestimators
Self-manager differences in performance ratings were studied in relation to the ratee’s personality scores for 204 managers
Inflated self-ratings (relative to those of his/her manager) were significantly associated with higher achievement, high social confidence, high social desirability and low anxiety
Goffin & Anderson (2002). Differences in self-and superior rating of performance: Personality provides clues. Paper published at the 17th Annual Conference of the Society of Industrial and Organizational Psychology. Toronto, Canada

70. Overestimators (High Self /Low Other Ratings)
High Achievement
High Self Esteem
High Social Desirability
Low Anxiety
Goffin, et al., 2009

71. Repressive Coping and Health
High Social Desirability
Low Neuroticism
Overall, the evidence suggests a significant association between repressive coping and immunosuppression, cardiovascular risk, breast cancer and inflammation
Schwartz, G. (1990). The psychobiology of repression and health. In J. Singer (Ed.), Repression and dissociation (pp ). Chicago: University of Chicago Press.

72. Personality Based Risk Factors for CHD
Repressive Coping
Mund et el., (.2012). The cost of repression: A meta-analysis on the relation between repressive coping and somatic diseases. Health Psychology, 31,
Type D Personality
Martens, et al., (2013). Type D personality is associated with the development of stress cardiomyopathy following emotional triggers. Annals of Behavioral Medicine, 45,
Anger/Hostility
Chida Y. et al., (2009). The association of anger and hostility with future Coronary Heart Disease. Journal of American College of Cardiology, 53,
Positive Psychological Well-Being (PSWB)
Boehm, J. et al., (2012). The heart's content: The association between positive psychological well-being and cardiovascular health, Psychological Bulletin, 138,

73. Implications of Underestimation for Coaching
OH# 23
[Read Quote on Perceptions to end this section]

74. Underestimators (Low Self /High Other Ratings)
Two Personality Profiles of “Underestimators” in Our Practice
Perfectionists (Obsessive-Compulsive/Neurotic)
Stealth Narcissists (Faux Humility)
WHO ICD-10 includes "Narcissistic Personality" disorder under Appendix 1: "Provisional Criteria for Selected Disorders" (further research is indicated before they could be regarded as having sufficient international acceptance to merit inclusion in Chapter V(F) of ICD-10)

75. Underestimators (Low Self /High Other Ratings)
Perfectionists (75%)
Stealth Narcissists (25%)

76. Underestimators (Low Self /High Other Ratings)
Perfectionists (75%)
Preoccupied with negative feedback
Recall their development opportunities and dismiss their strengths
Hesitant to focus on their strengths

77. Positive Illusions and Self-Delusions
In general, self-ratings are lower relative to others
Underestimators tend to be:
Female
Talent in high power cultures
Talent in highly collectivist cultures
Nowack, K. & Mashihi, S. (2012). Evidence Based Answers to Ten Questions about Leveraging 360-Degree Feedback. Consulting Psychology Journal: Practice and Research, 64, 157–182

78. Coaching to Potential Strengths
Deploy and Evaluate
Identify Need/Opportunity to Deploy Strengths
Combine with Other Strengths
Celebrate Success
Develop Complimentary Skills

79. Emotional Intelligence View 360 Graphs Self-Other Perceptions
KEY POINTS
Emotional Intelligence View 360 uses average scores based on the 1 to 7 frequency scale
The bar graphs summarize self and other perceptions on each of the 17 separate EIV360 competencies
The legend to the right of the graph will summarize average score and number of raters for each category
Range of scores for each rater group are graphed

80. Emotional Intelligence View 360 Self-Other Perceptions

81. Emotional Intelligence View 360 Most Frequent/Least Frequent Section
KEY POINTS
The “Most Frequent” section and “Least Frequent” section summarizes those competencies and behaviors that were most frequently/least frequently observed by various rater groups
The number in the first column corresponds to the average score for all raters providing feedback (1 to 7 scale)
The “Most Frequent” should be considered as perceived strengths to leverage and build on
The “Least Frequent” should be considered as possible behaviors to practice more frequently

83. Emotional Intelligence View 360 Behavior Summary
KEY POINTS
Each Emotional Intelligence View 360 question is summarized and categorized in its appropriate competency
Average scores across all raters are reported for each competency and question
A statistical measure of rater agreement based on the standard deviation is reported as a percentage—a score less than 50% suggests that the raters providing feedback had enough disagreement to warrant a cautious interpretation of the average score reported (e.g., raters had diverse perceptions and rated the participant quite differently on that question or competency)

84. Behavior Summary Report

85. Emotional Intelligence View 360 Written Comments Section
KEY POINTS
Comments are randomly listed by all raters who volunteered to share written perceptions to two open-ended questions (perceptions of strengths and development areas)
Comments are provided verbatim from the online questionnaire—no editing
Some comments are specific, behavioral and constructive—others may be less useful or hard to understand
It is important to focus on themes that emerge, rather than, to dwell on any one individual comment

86. Emotional Intelligence View 360 Comments Report

87. Necessary Ingredients for Behavior Change
Mashihi, S. & Nowack, K. (2011). Clueless: Coaching People Who Just Don’t Get It
Enlighten
Assessment & Feedback Process
(awareness of ideal self vs real self, strengths and potential development areas)
Encourage
Readiness to change
(clarification of motivations and beliefs)
Goal implementation intentions
(measurable and specific)
Skill building
Enable
Track & social support to reinforce learning
Relapse prevention training
Evaluation
(knowledge acquisition, skill transfer, impact)

88. 360 Feedback and Coaching
Olivero et al., (1997) found that an 8-week coaching program increased productivity over and above the effects of a managerial training program (22.4% versus 88.0%)
Thatch (2002) found that 6 months of coaching with executives following 360 feedback increased leadership effectiveness up to 60% based on post-survey ratings
Smither et al., (2003) reported that after receiving 360 feedback, 1,361 managers who worked with a coach for 6 months were significantly more likely to set specific goals, solicit ideas for improvement and subsequently received improved performance ratings

89. Randomised Executive Coaching Study
Solution-focused cognitive-behavioural coaching intervention with 45 executives
Half-day leadership development programme
Measures
360 feedback
Goal Attainment Scaling
Cognitive Hardiness/Resilience
Workplace Well-Being
Four coaching sessions over 10 weeks
Control group got coaching ten weeks later
Grant, Curtayne, & Burton (2009). Executive coaching enhances goal attainment, resilience and workplace well-being: A randomised controlled study. The Journal of Positive Psychology, 4,

90. Randomised Executive Coaching Study Goal Attainment

91. 360 Feedback and Manager Involvement
62% of the respondents reported being dissatisfied or highly dissatisfied with the amount of time their manager spent helping with a development plan
More than 65% expressed strong interest in utilizing an online follow-up tool to measure progress toward behavior change
Rehbine, N. (2006). The impact of 360 degree feedback on leadership development. Unpublished doctoral dissertation.

92. Leader as Performance Coach
A 2008 survey of over 2,000 international employees and 60 HR leaders reported that 84% of managers are expected to coach talent but only 52% actually do (only 39% in Europe)
Only 24% of all leaders are rewarded or recognized for coaching and developing talent
85% of all managers and employees see value in leaders as coaches but 32% of managers reported it takes too much time and interferes with their job
The Coaching Conundrum 2009: Building a coaching culture that drives organizational success. Blessing White Inc. Global Executive Summary

93. Leveraging the Impact of 360 Feedback for Successful Behavior Change

94. OH# 23
[Read Quote on Perceptions to end this section]

95. Translating Awareness into Behavior Change
Step 2
Reflect/Plan
Momentor
Step 3
Track/Monitor
Coach Accelerator

96. Momentor incorporates the latest evidence based research in neuropsychology and habit/behaviour change in several features as well as provides a unique tool for evaluating actual behaviour change (Kirkpatrick levels 2-3) to provide a metric of ROI for your 360-degree feedback intervention.

97. Coaching and Behavior Change Model
Conscious Incompetence
Conscious Competence
Unconscious Incompetence
Unconscious Competence
Momentor, Coaching and Goal Evaluation
360 Degree Feedback

98. Unconscious Competence and Peak Performance
Orchestral musicians preferred creating music when they were encouraged to mindfully incorporate subtle nuances into their performance
Audience members were played recordings of both types of performance and a significant majority expressed a preference for the performances that were created in a mindful state
The practice of staying acutely aware of what is happening in the present moment prevents mindless competence and the use of mindful competence increases creativity, productivity and engagement
Russel, T. & Eisenkraft, N. (2009). Orchestral performance and the footprint of mindfulness. Psychology of Music, 37,
Unconscious Competence
Low
High
Performance
Mindful
Competence
(Attention & Passion)
Mindless
Competence
Inattention & Indifference

99. Choose a suggested goal
Momentor will automatically suggest 5 generic goals but you can write your own in a way that when you go out in the future to get evaluation feedback – writing it in a way that is clear and measureable – someone can observe whether you have changed your behaviour.
These become your “outcome based goals” that will be evaluated using the feedforward “goal evaluation” feature at any time within Momentor

100. Momentor Features and the 70/20/10 Rule Lombardo & Eichinger (1996)
Action Items and Practice Plans
Goal Mentors
How do you become a leader? Consider the rule that emerged from 30 years of CCL’s Lessons of Experience research (Lombardo & Eichinger, 1996), which explores how executives learn, grow, and change over the course of their careers. This rule suggests that successful leaders learn within three clusters of experience: challenging assignments (70%), developmental relationships (20%), and coursework and training (10%). Most organizations acknowledge that formal training alone can be limited in impact.
Momentor supports each aspect of this rule to ensure lasting behavior change as shown in this slide.
Reference:
McCall, M. W., Jr., Lombardo, M. M., & Morrison, A. M. (1988). The lessons of experience: How successful executives develop on the job. Lexington, MA: Lexington Books.
Competency Based Resource Library

101. Practice Plans have two parts.
Momentor prompts you to share your practice plans with your goal mentor..
The second part is what you commit to do more, less or differently when you experience the trigger
The first is the situation, or the trigger, where you'd like to behave differently
Momentor uses the latest research (Gollowitzer, 1999)) on what psychologists call “implementation intentions” using a two-step process:
Triggers of behaviour (either time based or situation based such as “Monday/Wednesday/Friday at 6am” or “When I am in my weekly staff meetings”
Specification of the actual behaviour to practise
Momentor provides a structure for answering the question of “How long should I practice?” as it depends on the complexity of the goal and often realistically people can observe it
How often have you practiced and how often can people observe it.
New neural research suggests that it takes between 4-8 weeks before we see significant changes in actual brain functioning (plasticity)
Hölzel, B., et al. (2011). Mindfulness practice leads to increases in regional brain gray matter density. Psychiatry Research: Neuroimaging, 191 (1): 36 DOI: /j.pscychresns
Tang, Y-Y., et al., (2012). Mechanisms of white matter changes induced by meditation. PNAS, doi: /pnas
Recent meta-analyses suggest that deliberate practice doesn’t necessarily account for high levels of variance in actual performance—It appears that deliberate practise over time, makes one as good as they are genetically capable of being (i.e., there appears to exist an ability set point).
Macnamara, B. et al., (2014). Deliberate Practice and Performance in Music, Games, Sports, Education, and Professions: A Meta-Analysis. Psychological Science, 25, 1-11, doi: /
Current research suggests that a leader needs 30 – 90 days of deliberate and varied practice (e.g., if you want to become a better runner – interval training) to make the new behaviour become automatic (a habit) and to successful maintain it over time.

102. Using the Resource Library Particular resources will be suggested in line with the goals you have created, however, you can click on the Resource Library Tab at anytime to explore the entire library
You can access a wide selection of…
Articles
Audio
Books
On-the-job activities
Video
Websites/ blogs
Workshops/ Seminars
Momentor provides a competency based resource library for 12-months.
Your resource library will be based on, and linked to, your specific competency model

103. Behavioral Engineering Theories Behind Momentor
Theorist
Elements of Change
Momentor Features
Prochaska & DiClemente (1983)
Transtheoretical/Readiness to Change Model
360 Goal Wizard
McCall, Lombardo, & Morrison (1988)
70/20/10 Development Model
Goal Setting—Action Plans
Gollowitzer, P. (1999)
Implementation Intentions as Triggers for Behaviour Change
Goal Setting—Practice Plans
Fogg, BJ (2014)
Persuasive Design—Behaviour Change goals Based on Time-Frame (e.g., one-time vs. permanent) and Type (e.g., start, stop, increase, decrease, etc.)
Goal Setting—Outcome Goals, Action Plans, and Practice Plans
Ariely , D. (2009)
Predictably Irrational—People Have a Natural Tendency to Underestimate the Influence of Factors Affecting Behaviors
Goal Mentors
Deci & Ryan (2002)
Pink, D. (2009)
Goldsmith, M. (2002).
Self-Determination Theory Posits that Autonomy, Competence & Relatedness/Purpose Drives Behaviour Change
Goal Evaluation/Progress Pulse
Heath, C. & Heath, D. (2005)
Switch—Environmental/Cultural Issues Affecting Behaviour Change
Coaching Portal
Thaler & Sunstein (2008)
Nudge/Behavioral Economics—Choice Architecture (Libertarian Paternalism)
Reminders ( /text)—Practice Plans, Goal Progress & Goal Evaluation
Transtheoretical Model of Behavior Change
Prochaska J., DiClemente C. (1983). Stages and processes of self-change of smoking: Toward an
integrative model of change. J Consulting and Clinical Psychology, 51, 390–395.
70/20/10 Development Model
McCall, M. W., Jr., Lombardo, M. M., & Morrison, A. M. (1988). The lessons of experience: How successful executives develop on the job. Lexington, MA: Lexington Books.
Implementation Intentions
Gollwitzer, P. M. (1999). Implementation intentions: Strong effects of simple plans. American Psychologist, 54,
Persuasive Design (BJ Foff, 2014)
Fogg, B.J. (2014). A behavioral model for persuasive design. Persuasive Technology Lab, Stanford University. Available at Accessed July 2014.
Predictably Irrational (Ariely, 2009)
Ariely, D. (2009). Predictably Irrational: The Hidden Forces That Shape Our Decisions. New York, NYL HarperCollins.
Self Determination Theory/Motivation (Deci & Ryan, 2002; Pink, 2009)
Deci, E. & Ryan, E. (2002). Eds. Handbook of Self-Determination Research. Rochester, NY: University of Rochester Press, 2002.
Pink, D. (2009). Drive: The Surprising Truth About What Motivates Us. New York, NY: Riverhead Trade.
Switch/Environmental Influences
Heath, C. & Heath, D. (2005). Switch: How to Change Things When Change is Hard. New York, NY: Broadway Books.
Nudge/Behavioral Economics
Thaler, R. & Sunstein, C. R. (2008). Nudge: Improving Decisions, About Health, Wealth, and Happiness. New Haven, CT: Yale University Press.
Feedforward (Goldsmith, 2002)
Goldsmith, M. (2002). Try Feed Forward instead of Feedback. Leader to Leader Institute, Leader to Leader, No. 25., Summer 2002

104. Evidence Based “Best Practices” Summary OH# 23
[Read Quote on Perceptions to end this section]

105. Envisia 360 Feedback Study
Focus groups and individual interviews with key stakeholders
Surveyed 360 participants and their managers for several “model” programs used for developmental purposes
Average lag was 1.2 years following the use of the 360 intervention
Nowack, K., Hartley, J. and Bradley, W. (1999).  Evaluating results of your 360-degree feedback intervention. Training and Development, 53, 48-53

106. Envisia 360° Feedback Study “Best Practices”
Provide individual coaching to assist in interpreting and using the 360 feedback results
Hold participant and manager accountable to create and implement a professional development plan
Track and monitor progress on the completion of the development plan
Link the 360 intervention to a human resources performance management process
Use 360 tools with sound psychometric properties
Target competencies for 360 feedback interventions that are related to strategic business needs
Nowack, K. (2005). Longitudinal evaluation of a 360 degree feedback program: Implications for best practices. Paper presented at the 20th Annual Conference of the Society for Industrial and Organizational Psychology, Los Angeles, March 2005

107. Maximizing the Impact of 360° Feedback
Some evidence that facilitated rather than self-directed feedback enhances successful behavior change
Seifert & Yukl, 2003; Nowack, 2009
Some evidence that coaching coupled with 360 feedback can facilitate behavior change
Smither, J. et al. (2003). "Can working with an executive coach improve multisource feedback ratings over time? A quasi-experimental field study." Personnel Psychology, 56, 23-44
Some limited evidence that use of an online development planning system and competency based resource center can facilitate behavior change with managerial involvement
Nowack, K. (2009). Leveraging Multirater Feedback to Facilitate Successful Behavioral Change. Consulting Psychology Journal: Practice and Research, 61,

108. 360° Feedback…Important Points
Feedback is important
Most of us don’t wake up each morning and spontaneously change behavior
You can’t always get what you want
Feedback doesn’t always result in enhanced performance
Be realistic
Don’t expect 360 feedback to modify “competent jerks” into “lovable stars”

109. 360° Feedback Selected References
Mashihi, S. & Nowack, K. (2013). Clueless: Coaching People Who Just Don’t Get It (2nd edition). Envisia Learning, Santa Monica, CA.
Nowack, K. (2013). Manager View/360. In Leslie, J. (Ed.). Feedback to managers: A review and comparison of sixteen multi-rater feedback instruments (4rd edition). Center for Creative Leadership, Greensboro, NC.
Nowack, K. & Mashihi, S. (2012). Evidence Based Answers to Ten Questions about Leveraging 360-Degree Feedback. Consulting Psychology Journal: Practice and Research, 64, 157–182
Nowack, K. (2009). Leveraging Multirater Feedback to Facilitate Successful Behavioral Change. Consulting Psychology Journal: Practice and Research, 61,
Nowack, K. (2006). Emotional Intelligence: Leaders Make a Difference. HR Trends, 17, 40-42
Nowack, K. (1999) Degree feedback. In DG Langdon, KS Whiteside, & MM McKenna (Eds.), Intervention: 50 Performance Technology Tools, San Francisco, Jossey-Bass, Inc., pp
Nowack, K., Hartley, G, & Bradley, W. (1999). Evaluating results of your 360-degree feedback intervention. Training and Development, 53,
Wimer & Nowack (1998). 13 Common mistakes in implementing multi-rater systems. Training and Development, 52,
Nowack, K. & Wimer, S. (1997). Coaching for human performance. Training and Development, 51,
Nowack, K. (1997). Congruence between self and other ratings and assessment center performance. Journal of Social Behavior & Personality, 12,
Nowack, K. (1994). The secrets of succession. Training & Development, 48, 49-54
Nowack, K. (1993). 360-degree feedback: The whole story. Training & Development, 47, 69-72
Nowack, K. (1992). Self-assessment and rater-assessment as a dimension of management development. Human Resources Development Quarterly, 3,