EQ-i Group Report

8/2/2019 EQ-i Group Report

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By Reuven Bar-On, Ph.D.

Group Report

The information given in this report should be used as a means of generating hypotheses and as a guide

to assessment. Higher standard scores are associated with greater levels of emotional intelligence andbetter performance. 100 represents effective emotional functioning. Scores greater than 100 representenhanced emotional functioning, and scores of less than 100 indicate areas that may be improved.

September 02, 2003Original Report Date:

Group Name:Total in Group:

Males:

Females:

Unspecified:

ABC Sample31

10

21

0

BarOn Emotional Quotient Inventory

Copyright © 2002 Multi-Health Systems Inc. All rights reserved.P.O. Box 950, North Tonawanda, NY 14120-09503770 Victoria Park Ave., Toronto, ON M2H 3M6



BarOn EQ-i Group Report for ABC Sample

IntroductionThe EQ-i Group Report provides a wealth of information. This introduction describes its contents andintended usage. The Group Report allows a Counselor to evaluate group disposition and to suggestprograms that might benefit a significant portion of the group’s members. This report is based on the

average score obtained by the group members. It is important to bear in mind therefore that the overallgroup results presented here may not, and usually will not, apply to every single individual within thegroup. To assess specific individuals, the Individual Summary Report, Development Report, or ResourceReport should be used instead as they are designed for that purpose.

The Group Report provides information that a Counselor can use in putting together a presentation forthe group. The information provided is comprehensive and generic. For feedback purposes, theinformation can be easily adapted to be simpler and to direct attention to fit the unique dynamics of eachgroup that is assessed.

The content of the report begins with a brief presentation of the validity indexes. Examination of validity isan important first step in the group interpretation process, since the validity index results signify theresponse style of the group which is pertinent to the understanding of all of the other scale results.

Next, there are graphical displays of the average group scores for Total EQ, the 5 composite scales, andthe 15 subscales. Total EQ describes the broadest area of skills looking at overall emotional and socialfunctioning. The composite scales break Total EQ into the 5 domains of Intrapersonal, Interpersonal,Stress Management, Adaptability, and General Mood. The 15 subscales then provide very focusedinformation about specific skills within each of these domains.

Several pages then present the distributions of the scores and item responses for every scale. From thescore distributions, one can see at a glance, if there are clusters of group members in specific scoreranges. This information is important since there can be a significant portion of the group scoring high orlow, even if the overall group score is more moderate. The item distributions summarize the EQ-i at theitem level, providing a means to explore the specific responses of the group members.

A graph of group demographics (age and gender breakdown) is given, followed by several pages of text

that describe the results. This text provides general information that may serve as the foundation or startpoint for discussion. This text will help Counselors in their interpretation of the findings. A properassessment will combine this information with all other available information about the group to formulatea comprehensive and accurate picture.

Finally, the report also supports the initiation of positive change by offering simple developmentstrategies. These strategies are useful tips to improve targeted skill areas. Sometimes, after thought anddiscussion, strategies other than those listed (or supplementing those listed) will end up being used. Thetips provided in the report are action-oriented and often provide a quick effective means of initiatingimprovements that can be embellished by adding other approaches, or by developing a more elaborateprogram.

There can be some surprises and occasional anxiety associated with EQ-i feedback, but mostexperience the process as highly rewarding and enlightening. With thought, areas of higher skill may beused in more situations or more frequently to take best advantage of them. The identification of lower skillareas should be taken as an opportunity for enrichment.




50 70 90 110 130 150

100

Low Low Average Average High Average High

Validity Comment:

Validity Indicators

Impression:

The scores on the validity measures are all within the acceptablerange. The validity of the results is supported.

Positive = 109.9, Negative = 97.3

High Inconsistency:

Total EQ

High Omissions:

Composite Scales

12.9%

This graph shows the group average Total EQ.

0%

This graph shows the group averages for the composite scales.

50 70 90 110 130 150

General Mood EQ

Adaptability EQ

Stress Management EQ

IntERpersonal EQ

IntRApersonal EQ

97

100

93

103

104




50 70 90 110 130 150

Happiness

Optimism

Problem Solving

Flexibility

Reality Testing

Impulse Control

Stress Tolerance

Interpersonal Relationship

Social Responsibility

Empathy

Self-Actualization

Independence

Assertiveness

Emotional Self-Awareness

Self-Regard

98

97

General Mood:

97

102

100

Adaptability:

94

95

Stress Management:

102

102

103

IntERpersonal:

99

104

105

102

104

IntRApersonal:


Content SubscalesThe following graph shows the group averages for the 15 EQ-i subscales grouped according tocomposite area.





Distribution of Scores and ResponsesSeveral pages follow that present the distributions of the scores and item responses for every scale. Thescore distributions show the percentage of respondents scoring less than 75, between 75-84, 85-94,95-105, 106-115, 116-125, and over 125. With these graphics, one can look for clusters of groupmembers in specific score ranges. This information is important since, for example, there can be asignificant portion of the group scoring high or low, even if the overall group score is more moderate. Theitem distributions summarize the EQ-i at the item level, providing a means to explore the specificresponses of the group members. So, if a particular scale outcome is of specific interest or concern,examination of the item responses for the group for that scale can be helpful in understanding the scaleresult.



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R e s p o n d e n t s

% of Respondents in Each Range of Scores

Intrapersonal Scale

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Interpersonal Scale

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Total EQAverage = 100.1 Minimum = 59 Maximum = 128 Standard Deviation = 16.9 Valid Responses = 31 Invalid Responses = 0

Average = 103.7 Minimum = 63 Maximum = 127 Standard Deviation = 15.6 Valid Responses = 31 Invalid Responses = 0





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Stress Management Scale

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Adaptability Scale

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General Mood Scale







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Self-Regard

Percentage distribution of all responses (based on 31 respondents)

Response 0 = No AnswerResponse 1 = Very Seldom true or not true of me

Response 2 = Seldom true of me

Response 3 = Sometimes true of me

Response 4 = Often true of me

Response 5 = Very Often true of me or true of me

0Item 1 2 3 4 5

Response

0I feel sure of myself in most situations. 0 3 16 42 39

0I lack self-confidence. 52 32 13 3 0

0I have good self-respect. 3 0 0 19 770I don’t feel good about myself. 68 19 3 3 6

0It's hard for me to accept myself just the way I am. 74 13 10 0 3

0I'm happy with the type of person I am. 3 6 6 39 45

0I feel comfortable with my body. 3 6 16 23 52

0I'm happy with the way I look. 3 0 13 32 52

0Looking at both my good points and bad points, I feel good about myself. 6 0 3 32 58





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0Item 1 2 3 4 5

Response

0It's fairly easy for me to express feelings. 3 19 19 29 29

0I'm in touch with my emotions. 0 3 23 23 52

0It's hard for me to share my deep feelings with others. 19 29 32 16 3

0It's hard for me to understand the way I feel. 55 19 19 3 3

0It's hard to express my intimate feelings. 23 26 26 19 6

0I'm aware of the way I feel. 0 0 3 32 65

0Even when upset, I’m aware of what’s happening to me. 0 3 6 42 48

0It's hard for me to describe my feelings. 45 23 23 10 0



BarOn EQ-i Group Report for ABCSample

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Assertiveness







0Item 1 2 3 4 5

Response

0When I’m angry with others, I can tell them about it. 3 13 35 26 23

0When I disagree with someone, I’m able to say so. 3 6 13 39 39

0It's hard for me to say "no" when I want to. 23 26 23 10 19

0It's fairly easy for me to tell people what I think. 3 6 23 29 39

0Others think that I lack assertiveness. 39 35 23 3 0

0It's difficult for me to stand up for my rights. 58 29 6 3 3




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Independence







0Item 1 2 3 4 5

Response

0I prefer a job in which I’m told pretty much what to do. 45 26 23 3 3

0When working with others, I tend to rely more on their ideas than myown.

42 26 29 3 0

0I prefer others to make decisions for me. 65 26 6 3 0

0It's hard for me to make decisions on my own. 61 23 10 3 3

0I'm more of a follower than a leader. 48 23 13 10 6

0I tend to cling to others. 35 39 23 0 3

3I seem to need other people more than they need me. 52 23 19 0 3




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Self-Actualization







0Item 1 2 3 4 5

Response

0I try to make my life as meaningful as I can. 0 0 3 29 68

0I really don’t know what I’m good at. 68 19 13 0 0

0In the past few years, I’ve accomplished little. 65 10 10 3 13

0I don’t get enjoyment from what I do. 52 29 16 0 3

0I don’t get that excited about my interests. 39 35 16 3 6

0I try to continue and develop those things that I enjoy. 3 6 10 48 32

0I enjoy those things that interest me. 0 6 0 29 65

0I try to get as much as I can out of those things that I enjoy. 3 3 13 19 61

0I don’t have a good idea of what I want to do in life. 65 19 10 3 3




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Empathy







0Item 1 2 3 4 5

Response

0I'm unable to understand the way other people feel. 52 32 16 0 0

0I'm good at understanding the way other people feel. 0 6 19 32 42

3My friends can tell me intimate things about themselves. 0 0 6 23 68

0I would stop and help a crying child find his or her parents, even if I hadto be somewhere else at the same time.

0 6 16 16 61

0I care what happens to other people. 0 0 0 32 68

0I'm sensitive to the feelings of others. 0 3 10 39 48

0It's hard for me to see people suffer. 3 0 0 35 61

0I avoid hurting other people’s feelings. 3 0 13 32 52




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0Item 1 2 3 4 5

Response

0I like helping people. 3 0 0 23 74

0It doesn’t bother me to take advantage of people, especially if theydeserve it.

77 13 10 0 0

0Others find it hard to depend on me. 81 16 3 0 0

0I would stop and help a crying child find his or her parents, even if I hadto be somewhere else at the same time.

0 6 16 16 61

0I care what happens to other people. 0 0 0 32 68

3If I could get away with breaking the law in certain situations, I would. 52 26 13 0 6

0I'm able to respect others. 0 0 3 10 87

0I think it’s important to be a law-abiding citizen. 3 0 3 16 77

0It's hard for me to see people suffer. 3 0 0 35 61




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0Item 1 2 3 4 5

Response

0I'm unable to show affection. 74 13 10 3 0

0It's hard for me to share my deep feelings with others. 19 29 32 16 3

0I'm a fairly cheerful person. 0 0 6 35 58

0It's easy for me to make friends. 0 10 19 10 61

3My friends can tell me intimate things about themselves. 0 0 6 23 68

0I'm fun to be with. 0 10 26 29 35

0I don’t get along well with others. 65 29 6 0 0

0My close relationships mean a lot to me and to my friends. 3 0 13 13 71

0I have good relations with others. 0 0 10 35 55

0People think that I’m sociable. 3 6 16 26 48

0I don’t keep in touch with friends. 29 23 32 13 3




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Stress Tolerance







0Item 1 2 3 4 5

Response

0I know how to deal with upsetting problems. 3 3 26 42 26

0I believe that I can stay on top of tough situations. 3 16 23 19 39

0I can handle stress without getting too nervous. 6 6 29 19 39

0I don’t hold up well under stress. 42 23 23 10 3

0I feel that it’s hard for me to control my anxiety. 32 29 19 6 13

0I know how to keep calm in difficult situations. 6 13 23 39 19

0It's hard for me to face unpleasant things. 16 26 29 19 10

0I believe in my ability to handle most upsetting problems. 3 3 10 35 48

0I get anxious. 19 29 39 10 3




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Impulse Control







0Item 1 2 3 4 5

Response

0It is a problem controlling my anger. 42 13 39 3 3

0When I start talking, it is hard to stop. 19 23 39 10 10

0My impulsiveness creates problems. 52 10 23 10 6

0People tell me to lower my voice in discussions. 61 19 6 10 3

0I'm impatient. 35 10 26 13 16

0I have strong impulses that are hard to control. 32 29 23 10 6

0I'm impulsive. 39 19 19 13 10

0I've got a bad temper. 52 13 16 6 13

0I tend to explode with anger easily. 48 13 23 13 3




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Reality Testing







0Item 1 2 3 4 5

Response

0I try to see things as they really are, without fantasizing or daydreamingabout them.

3 3 16 26 52

0It's hard for me to understand the way I feel. 55 19 19 3 3

0I have had strange experiences that can’t be explained. 58 16 16 3 6

0People don’t understand the way I think. 29 29 39 3 0

0I tend to fade out and lose contact with what happens around me. 52 13 23 13 0

0I get carried away with my imagination and fantasies. 48 16 23 10 3

0Even when upset, I’m aware of what’s happening to me. 0 3 6 42 48

0I tend to exaggerate. 32 39 23 3 3

0I can easily pull out of daydreams and tune into the reality of theimmediate situation.

0 0 6 29 65

0It's hard for me to keep things in the right perspective. 48 26 19 3




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Flexibility







0Item 1 2 3 4 5

Response

0It's difficult for me to begin new things. 39 23 32 3 3

0It's hard for me to make adjustments in general. 32 26 32 6 3

0It's difficult for me to change my opinion about things. 16 26 42 13 3

0It's easy for me to adjust to new conditions. 6 0 19 39 35

0I'm able to change old habits. 3 6 23 48 19

0It's generally hard for me to make changes in my daily life. 32 35 29 0 3

0It's hard for me to change my ways. 32 32 23 6 6

0It would be hard for me to adjust if I were forced to leave my home. 45 29 13 6 6




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Problem Solving







0Item 1 2 3 4 5

Response

0My approach in overcoming difficulties is to move step by step. 6 6 23 29 35

3When faced with a difficult situation, I like to collect all the informationabout it that I can.

3 6 13 39 35

0I like to get an overview of a problem before trying to solve it. 0 10 16 32 42

0When facing a problem, the first thing I do is stop and think. 0 3 19 39 39

0When trying to solve a problem, I look at each possibility and then decideon the best way.

3 0 10 32 55

0It's hard for me to decide on the best solution when solving problems. 45 19 29 6 0

0In handling situations that arise, I try to think of as many approaches as Ican.

0 13 16 39 32

0I generally get stuck when thinking about different ways of solvingproblems.

35 35 19 3 6




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Optimism







0Item 1 2 3 4 5

Response

0I feel sure of myself in most situations. 0 3 16 42 39

0I believe that I can stay on top of tough situations. 3 16 23 19 39

0I'm optimistic about most things I do. 0 6 19 26 48

0I generally hope for the best. 3 6 3 35 52

0I'm generally motivated to continue, even when things get difficult. 3 0 19 29 48

0I generally expect things will turn out all right, despite setbacks from timeto time.

0 3 3 32 61

0I believe in my ability to handle most upsetting problems. 3 3 10 35 48

0Before beginning something new, I usually feel that I’ll fail. 58 19 19 3 0




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Happiness







0Item 1 2 3 4 5

Response

0It's hard for me to enjoy life. 48 16 16 3 16

0It's hard for me to smile. 74 26 0 0 0

0I'm a fairly cheerful person. 0 0 6 35 58

0I am satisfied with my life. 3 13 13 26 45

0I'm fun to be with. 0 10 26 29 35

3I get depressed. 29 32 26 6 3

0I'm not that happy with my life. 55 32 10 0 3

0I enjoy weekends and holidays. 3 3 3 23 68

0I like to have fun. 0 3 13 29 55




0

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F e m a l e u n d e r 3 0

M a l e u n d e r 3 0

F e m a l e a g e 3 0 - 3 9

M a l e a g e 3 0 - 3 9

F e m a l e a g e 4 0 - 4 9

M a l e a g e 4 0 - 4 9

F e m a l e o v e r 5 0

M a l e o v e r 5 0

G e n e r a l n o n s p e c i f i c

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o f R e s p o n d e n t s

1

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Group DemographicsThe following graph depicts the age and gender distribution of the respondents included in the group.The General nonspecific category is used when age or gender is not available for respondents.



Cautionary RemarksThis computerized report is meant to act as an interpretive aid and should not be used as the sole basisfor placement, intervention, or other kinds of decision making. This report works best when combinedwith other sources of relevant information. The report is based on an algorithm that produces theinterpretations most common for the scores that are obtained. This is a group report and is based on theaverage responses of the group members. Although this report is reflective of the predisposition of the

group, the comments in this report need not and, in general, will not apply to every individual in thegroup. Individual reports should be used instead to obtain information pertinent to specific people.

Positive Impression (PI) and Negative Impression (NI) ScoresThe group score on the Positive Impression scale (PI) was elevated. This elevated PI score mayinfluence the results and interpretation of the EQ-i scores. Specifically, the information provided in thisreport may be more favorable than is warranted. Use additional sources of information to furtheranalyze/verify the results.

Validity Indicators

A high score on the Inconsistency Index was obtained by 6.45 % of the group. This result indicates thatthere is sufficient consistency in the responses, and supports the validity of the obtained results.

Overall, the scores described in this section support the validity of the EQ-i scores provided in this report.

Inconsistency Index

Summary of Validity Scale Results

Several sections follow that describe the validity indicators and summarize their meaning.

Interpretation Guide for the EQ-i Composite and ContentSubscale ScoresEQ-i scores may be classified as high, moderate, or low. In general, high scores identify areas ofstrength. Scores in the average range on these scales indicate typical healthy functioning and are scoresthat are obtained by the majority of those in the population who have taken the EQ-i. Lower scores reflect

areas for development. If all the scores are high or all the scores are low, it is useful to identify the scaleswith the highest and lowest scores; this will help pinpoint areas of relative strength or weakness.

Total EQThe Total EQ score obtained by the group is about average. Usually, a score in this range is obtained bya group that functions very well in some or most areas of emotional intelligence, but functioning could beimproved by focussing on one or more weaker areas. A more detailed description of the EQ-i componentareas is given next.

Total Intrapersonal EQThe Intrapersonal composite score includes Emotional Self-Awareness, Assertiveness, Self Regard,Self-Actualization, and Independence.The group's Total Intrapersonal score is slightly better thanaverage. Scores are also about average or better on all of the subcomponents of intrapersonalfunctioning. The scores reflect a group of individuals who are independent, strong-minded, in touch with

their feelings, and able to express and convey ideas with confidence.

Self-Regard

The score on the Self-Regard scale is slightly above average indicating a group with adequateself-respect and self-confidence. People in this group probably have a reasonably good sense of whothey are and have positive feelings about their life, lifestyle, and work most of the time.





The score on this scale is a bit above average indicating that group members understand their ownfeelings and attitudes, and realize how these feelings and attitudes affect their thoughts and actions.Most individuals in this group are able to facilitate interactions by monitoring their own emotions duringcommunication. Although, on the whole, the group shows good emotional self-awareness andunderstanding, the responses also indicate that the appropriate expression of these feelings and

attitudes may be difficult for some of the group members.

Assertiveness

Collectively, this group scores high on the Assertiveness scale. This group should have an advancedability to defend their beliefs, deal appropriately with others, and handle adversity. Group members areprobably forthright and confident, and will share thoughts, beliefs, and feelings in a constructive manner.The responses suggest that, although opinions and feelings will be brought forth, it is not alwayscomfortable to do so -- the group milieu may be perceived as somewhat threatening.

Independence

The score on this scale is about average indicating a balance between a desire to think and actindependently, and a willingness to make decisions in combination with other people.

Self-Actualization

The score on this scale is approximately average, but this area may nonetheless be targetted forimprovement. The group probably feels content much of the time but, from time to time, individuals in thisgroup may feel like more could be achieved. Although these individuals are probably motivated andsomewhat successful, they may expect a bit more of themselves, and feel they are underachieving tosome extent.

Total Interpersonal EQThis component of the Total EQ-i scale taps interpersonal capacity and functioning. The subcomponentsof the Total Interpersonal Scale include Empathy, Interpersonal Relationship, and SocialResponsibility.The Total Interpersonal group score is slightly better than average. This score indicatesthat most interactions can be handled well and with confidence. Most of the time, the feelings of othersare understood, and there is an adequate ability to relate to others. The score is reflective of a group thatis usually responsible, dependable, and functions well in tasks involving teamwork.

EmpathyThe group score on this scale is slightly above average and is indicative of individuals who, most of thetime, have a good awareness, understanding, and appreciation of the feelings of others. Individuals withscores in this range will usually try to help others. This asset is of greatest benefit in interacting withothers, and during cooperative efforts.


The score on this scale is slightly above average indicating individuals who are cooperative, contributing,and constructive members of the "community at large" (society, the corporation, team, etc.). Individualswho score high on this scale are often described as responsible and dependable. They will do their bestto help people, and generally will abide by rules, regulations, and protocols.


The score on this scale indicates a group with above average interpersonal skills overall. This is the scale

that ties most directly to the ability to interact with others. Group members are able to form agreeablerelationships and alliances. This ability supports effective communication and the mutually beneficialexchange of ideas, feelings, and information.

Total Stress Management EQThe Stress Management component consists of the Stress Tolerance and Impulse Control Scales.Thescore obtained on one or both of the two subcomponents of Stress Management is low. This can indicatenervousness, anxiety, and difficulties handling stressful situations. The descriptions of thesubcomponents is given below.




The results indicate that there is room for improvement in handling stressful situations. Overall, however,group members do have a fairly calm disposition with limited experiences of anxiety and nervousness.Despite this, the responses to some of the items indicate marked difficulties in handling stress and theneed to improve coping abilities. Emotional outbursts and avoidance are probably common reactions tostress, but task-oriented coping efforts focussed on problem resolution would be more adaptive.

Stress Tolerance

Impulse Control

The Impulse Control score is below average indicating that group members have occasional or frequentdifficulties resisting or delaying impulses, drives, and temptations to act. There may be problems avoidingoverreacting, making impetuous decisions, and losing control. Some actions/decisions are likely madewithout adequate thought to all of the important implications.

Total Adaptability EQThe Adaptability composite area is composed of the Problem Solving, Reality Testing, and Flexibilitysubscales and examines success in coping with environmental demands based on the ability toeffectively size up and deal with problematic situations.This score suggests that some kinds of situations,or certain types of changes, can be assessed realistically and adequate solutions found. However, thescore also leaves room for improvement in this area of functioning. An examination of the subcomponentscores described below will help pinpoint the stronger and weaker areas and provide further insight intothe Adaptability component.

Reality Testing

The Reality Testing score indicates a group of individuals who have about average ability to evaluate thecorrespondence between what they experience (the "subjective") and the facts/reality (the "objective").The responses indicate that they have a reasonably normal grasp of what is going on around them, andan adequate ability to stay focussed on the task at hand.

Flexibility

The group score on this scale indicates a slightly better than average ability to adjust thoughts, emotions,and behaviors to changing situations and conditions. Most individuals in this group probably find it fairlyeasy to pick up new things, don't become too fixed into routines, and remain relatively open-minded todiffering opinions and ways of thinking. Individuals high in Flexibility will prosper in dynamic environmentsand changeable circumstances.

Problem Solving

The group score on the Problem Solving scale is a bit below average. Scores in this range are indicativeof a group of individuals who have some success with their approach to problem resolution, but overallfeel that improvement is possible in this area. Often improvement will come from approaching problemsmore methodically and systematically, and by considering all of the possibilities before deciding what todo.

The subcomponents of this composite scale consist of the Happiness and Optimism Scales. Thesecomponents of the Total EQ-i scale measure general contentment and overall outlook.Both componentsof General Mood are about average or better, and descriptions of these components are given below.

General Mood EQ



Happiness

The score on the Happiness scale is about average and indicates a group of people who feel contentwith their lives most of the time. Although the results are satisfactory, attempts to promote more positivefeelings and enjoyment might be beneficial. There may be a need to create a positive atmosphere, and tobalance work with leisure time and relaxation.

Profile SummaryThe Overall EQ-i score is in the average range and indicates emotional functioning which is about typicalfor emotionally healthy individuals in the population. There are fairly large differences in the scores for the15 content scales indicating areas of relative strengths and areas for improvement.

The highest subscales are Assertiveness (105), Independence (104), Self-Regard (104).

The lowest subscales are Impulse Control (94), Stress Tolerance (95), Optimism (97), Problem Solving(97).

Simple Strategies For Development

Strategies for improving the areas that yielded the lowest EQ-i scores

Impulse Control (94)

Organization Focussed Strategies:

• Establish or enforce protocols that require specific procedures/steps to help avoid rash actions

• For important decisions, require the submission of formal listings of alternative actions including anexamination of the pros and cons of each action

• Allot time and resources for verification of solutions; Use Quality Assurance testing, Beta Testing, etc.

• Set priorities, and avoid diversions based on "whims"

• Use teams to balance/pair impulsive individuals with others who are more methodical

Individual Focussed Strategies:

• When anger control is an issue, anger management training is recommended

• Whenever possible, use a multi-step strategy: proposed solution, verification of solution, and (only

then) implementation• Make formal lists of alternative actions making clear the pros and cons

• Make a point of stopping to think before acting, and to listen/understand before speaking

• Document situations where impulse control was poor, and plan specific strategies to improvebehavior patterns in these situations

Stress Tolerance (95)


• Ensure that work is clearly and properly prioritized

• Decrease demands/commitments

• Create a more relaxed, less threatening environment by, for example, adjusting timelines, increasinggroup/staff social interactions, providing more breaks, etc.

Individual Focussed Strategies:• Improve time management skills

• Properly balance work/life demands with rest and relaxation

• Divide large tasks into manageable chunks

• If possible, delegate some responsibilities

• Stretch or exercise regularly




Optimism (97)


• Adjust goals so that they are more attainable

• Use positive feedback for goal attainment, and constructive and supportive feedback when goals arenot successfully met

•

If appropriate, increase empowerment to avoid the pessimism that often results when people feelhelpless to change the status quo; This feeling is often overcome if one's own judgment can be usedto change circumstances

Individual Focussed Strategies:

• Minimize negative thoughts when problems are trivial or temporary

• Celebrate personal accomplishments

• Be solution-focussed rather than problem-driven

• When long-term goals seem difficult, set realistic intermediary goals (or personal goals) that will serveas guideposts along the way

This narrative report is meant as an aid to help understand the results of the BarOn EQ-i. Combined withother information, the EQ-i can help identify areas of strength to be celebrated as well as areas that couldbe improved.

Closing Remark

Date Printed: June 17, 2004

End of Report


EQ-i Group Report

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Transcript of EQ-i Group Report