Copyright © 1997, 2011 Multi-Health Systems Inc. All rights reserved. Welcome to the EQ-i...

Copyright © 1997, 2011 Multi-Health Systems Inc. All rights reserved.

Welcome to theEQ-i 2.0/EQ-360 2.0 Certification Course


Agenda Overview • Welcome and Review

• Elements of EQ-i2.0: Subscales in Action

• Interpretation and Feedback

• Getting Buy-In

• Planning and Administration

• EQ-3602.0 Module

• Exam and Feedback (online)


IntroductionsWho You Are:

• Name, Role, and organization you work in

• How will you work with the EQ-i2.0/EQ-3602.0

• Expectations for the course


Pre-Work Review

• Questions, Concerns, Outstanding issues from the pre-work


Administrative Details

• Schedule

• Breaks

• Washrooms

• Meals

• Designed Alliance


Course StructurePre-work

• Assessment and Feedback

• E-learning modules

In-class• 2 days

Exam• Online after in-class portion

Feedback Survey• Online after Exam


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-3602.0

• 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


Overall Training ObjectivesBy 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-3602.0 • Interpret the EQ-i2.0 and the EQ-3602.0


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


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.


The EQ-i2.0 Model


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


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


• 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?

Movie Clip Activity


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


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• 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 ;-)

Subscale Interaction


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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


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Balancing EI

• Client Report: one per subscale

• Coach Report: three per subscale

• Can turn entire section off


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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


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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


Module 3: Interpretation and Giving Feedback


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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


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Interpretation of Results

Response Style:• Participant Summary

• Inconsistency Index

• Positive/Negative Impression

• Item 133

• Omitted Items

• Response Distribution


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Interpretation of Results Results• Overview of Your Results• Deeper examination of individual

scores (highs and lows)• Patterns (Balancing Your EI)• Well Being Indicator (Happiness)• Item Responses


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Interpreting Profile #1In 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


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Interpreting Profile #2On 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



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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.


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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


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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

Coach’s Guide to an EQ-i2.0 Debrief


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Feedback PracticeWith 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


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Skill Practice Roles

In triads, you will each take turns being theCoach, 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


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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


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Skill Practice Debrief

• What went well?

• What was more challenging than you thought?

• What would you do differently?

• General thoughts?


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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


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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?


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Test Security

Relevant part of APA/CPA Guidelines for the

EQ-i2.0 :• Maintaining Test Security – are you ensuring

the security of the results?


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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?


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Ethics Activity

With your group:

• Brainstorm all issues surrounding either test security or the individual

• The other team will ‘solve’ your issues for you


Module 4: Gaining Buy-In


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Steps to Gaining Buy-In

1. Investigate Underlying Needs

2. Know Your Audience

3. Anticipate Resistance

4. Present Your Value Proposition


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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


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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?


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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?


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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


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Leader Resistance Activity• Determine which resistance statement your

group will work on

• Come up with some ways to overcome that resistance



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EQ-i2.0 and MSCEITMayer-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


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EQ-i2.0 and the ECI/ESCIEmotional Competency Indicator/Emotional SocialCompetency 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


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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


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The MHS Portal

• Assessment Centre– 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


Introduction to Emotional Intelligence


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


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


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


The EQ-i2.0 Model


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


Self-PerceptionConsists of the following sub-categories:

• Self-Regard – confidence

• Self-Actualization – continuous development

• Emotional Self-Awareness – understanding my emotions


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


InterpersonalConsists of the following:

• Interpersonal Relationships – developing and maintaining good relationships

• Empathy – recognizing and appreciating how others feel

• Social Responsibility – contributing to society


Decision Making


• Problem Solving – effectively managing emotions when solving problems

• Reality Testing – seeing things as they really are

• Impulse Control – ability to resist or delay impulses


Stress Management


• Flexibility – adapting to change effectively

• Stress Tolerance – successfully coping with stressful situations

• Optimism – having a positive outlook


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


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!


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


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:

• http://catalyst.mhs.com


Module 5: EQ-360 2.0 Certification


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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


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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


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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


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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


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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


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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


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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”


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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


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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


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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


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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 TotalManager 400 400 800

Direct Report 400 400 800

Peer 400 400 800Family/Friend 400 400 800

Total 1,600 1,600 3,200


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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?


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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


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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


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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


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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


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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


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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


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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


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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


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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


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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


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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


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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


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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.


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?


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?


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


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?


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


Interpretation Exercise

Interpret: Flexibility

Self = 106 Manager = 102, Peer = 115 Direct Report = 85 Family/Friends = 92 Clients = 96



Interpret: Interpersonal Relationship

Self = 101 Manager = 102, Peer = 98 Direct Report = 103 Family/Friends = 100



Interpret: Stress Tolerance

Self = 115 Manager = 102, Peer = 98 Direct Report = 104 Family/Friends = 90


The Basics of Using the EQ-360

• Who to call for assistance– MHS Customer Service Rep 1-

800-268-6011, press ‘0’

– MHS Tech Support

EQ Hotline

– Vancouver: 604-224-2358

– Calgary: 403-775-0041

– Toronto: 416-907-4215


Administering Your First EQ-360 2.0

a) Set up your account

b) Login and click EQ-360

c) ‘Transfer’ EQ-I 2.0 results if necessary

d) Request Rater List from your Ratee or make them responsible for communication with Raters

e) Monitor progress

f) Create report for meeting with Ratee

Copyright © 1997, 2011 Multi-Health Systems Inc. All rights reserved. Welcome to the EQ-i...

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Transcript of Copyright © 1997, 2011 Multi-Health Systems Inc. All rights reserved. Welcome to the EQ-i...