Welcome to the EQ-i ® Certification Course! With David Cory, M.A. In Partnership with Multi-Health...

Welcome to the EQ-i ® Certification Course!

With David Cory, M.A.

In Partnership with

Multi-Health Systems, Inc.

1. Friendliness 2. Relevance3. Empathy4. Realness

"Success in business today is 15% technology and 85%

Emotional Intelligence.”

Tom PetersAuthor of In Search

of Excellence

Agenda - Day 1

• What is Emotional Intelligence?

• Various perspectives on EI

• Dr. Bar-On’s perspective

• The 15 ‘EQ Competencies’

• Your EQ

Agenda - Day 2• How is the EQ-i ® Scored?• What are Norms and Standard Scores?• What do you need to know about the

technical aspects to understand and interpret the EQ-i ®?

• EQ-i ® research and personality correlates

• EQ-i ® Certification Test

Agenda - Day 3

• Positioning the Feedback Session

• The “Feedback Alliance”

• The Feedback Itself

• Feedback Practice

• The MHS Scoring Organizer ®

• How do I get started?

Introductions

Tell us about yourself and your interest in the EQ-i ®?

What are your expectations for the course?

Learning Objectives

You will:1.Become more knowledgeable about Emotional Intelligence

2.Gain a detailed understanding of the EQ-i scales, their definitions and applications

3.Understand the science behind the development of the EQ-i

4.Learn about the available forms of administration and report options

5.Be able to interpret EQ-i scores and provide feedback to clients with confidence.

6.Understand the ethical considerations related to administering, scoring and giving feedback about the EQ-i

7.Know how to structure workshops, presentations, and programs designed to raise awareness of EI/EQ

A Brief History of Emotional Intelligence

• 300 BC (Aristotle) – anger quotation “To be angry…”

• 1872 (Darwin) – emotions of animals

• 1920 (Edward Thorndike) - “social intelligence”

• 1940 (David Wechsler) - “non-intellective intelligence”

• 1966 (B. Leuner) “Emotional Intelligence” German

• 1980 (Reuven Bar-On) - the concept of the “EQ”

• 1983 (Howard Gardner) - “personal intelligence”

• 1989 (John Mayer & Peter Salovey) - “Emotional Intelligence” English (get the credit!)

A Brief History of EI continued...

• 1995 (Daniel Goleman) - popularized Emotional Intelligence

• 1997 - publication of the Bar-On EQ-i by MHS

• 1999 – publication of the ECI by the Hay Group

• 2002 – publication of the MSCEIT by MHS

• 2003 – publication of the EQ-360 by MHS

• 2003 – publication of the BOEI by MHS

According to John (Jack) Mayer & Peter Salovey (and later David Caruso) 1997

Emotional Intelligence is the ability to (“4 Branches”):

1. Perceive emotions – to correctly identify how people are feeling

2. Use emotions to facilitate thought – to create emotions and to integrate your feelings into the way you think

3. Understand emotions – to understand the causes of emotions

4. Manage emotions – to create effective strategies that use your emotions to help you achieve a goal, rather than have emotions negatively affect you

A woman felt anxiety and then she felt love. What happened in-between?

1. Her mother called to tell her she was sending a check.

2. She went on a date and discovered many things she liked about an attractive man.

3. She went shopping and found a piece of clothing she really wanted.

N.B. You do not get an ‘EQ’ with the MSCEIT, you get an ‘EIQ’

Hay Group Definition(Daniel Goleman)

• Emotional intelligence is the capacity for recognizing our own feelings and those of others, for motivating ourselves and for managing emotions effectively in ourselves and others.

• An emotional competence is a learned capacity based on emotional intelligence that contributes to effective performance at work.

How the ECI was Developed(directly from the ECI Technical Manual)• Based on emotional competencies identified by Dr. Daniel

Goleman in Working with Emotional Intelligence (1998), and on competencies from Hay/McBer’s Generic Competency Dictionary (1996) as well as Dr. Richard Boyatzis’s Self-Assessment Questionnaire (SAQ).

• Hay/McBer and other researchers have established that every core competency in the Dictionary reliably differentiates performance in a variety of organizations.

• Expanding upon Dr. Boyatzis’s well-established evaluation measure, Dr. Boyatzis and Dr. Goleman developed a pool of items designed to capture the full spectrum of emotional competencies. Items were selected from this pool based on conceptual and logical considerations.

The Hay Group Model (ECI)

• Social Awareness• Empathy• Organizational Awareness• Service Orientation

• Self-Awareness• Emotional Self-Awareness• Accurate Self-Assessment• Self-Confidence

• Relationship Management• Developing Others• Inspirational Leadership• Change Catalyst• Influence• Conflict Management• Teamwork and Collaboration

• Self-Management• Emotional Self-Control• Transparency• Adaptability• Achievement Orientation• Initiative• Optimism

The Bar-On Journey to EQ (and then to EI!)

• Dr. Reuven Bar-On began in 1980

• Tried to understand why some people with moderate IQ do well in life (function well) while others with high IQ fail (fail to function)

• Distinct from IQ (Cognitive Intelligence)

• Looked at factors related to success in life (‘successful’ functioning)

• How does it relate to what we already know?

Development of Bar-On EQ-i®

• Identified key determinants of successful ‘functioning’

• Clustered determinants into factors

• Operationally defined the factors

• Constructed the EQ-i®

• Examined the factor structure, reliability, & validity

• Validated the EQ-i® across cultures

• Extensively normed (close to 4,000)

• Continued criterion validation

“The Bar-On Conceptualization of this construct states that…

“emotional and social intelligence is a cross section of inter-related emotional and social competencies that determine how effectively we understand and express ourselves and relate with others, as well as cope with daily demands and pressures.”

“All EI practitioners agree that EI possesses the following abilities, all of which are measured by the EQ-i:

• Be aware of and express emotions;• Be aware of others’ feelings and establish

relationships;• Manage and control emotions;• Realistically and flexibly cope with the

immediate situation and solve problems as they arise; and

• Generate positive affect to be sufficiently self-motivated to achieve personal goals”

Six Seconds EI Network Model

The three major parts of Six Seconds' model are:

Know Yourself is increasing self-awareness. It is based on understanding how you function.

Choose Yourself is building self-management. It focuses on consciously choosing your thoughts, feelings, and actions.

Give Yourself is developing self-direction. It comes from using empathy and principled decision-making to increase wisdom and to create a more compassionate, healthy world.

www.6seconds.org

The Bar-On Model of EQ, 1996

1) IntrapersonalEmotional Self-Awareness, Assertiveness, Self-Regard, Self-Actualization, Independence

2) InterpersonalEmpathy, Interpersonal Relationship, Social

Responsibility

3) AdaptabilityProblem Solving, Reality Testing, Flexibility

4) Stress ManagementStress Tolerance, Impulse Control

5) General MoodHappiness, Optimism

What Emotional Intelligence is Not

Cognitive Intelligenceincludes memory, reasoning,

recall, symbolic thinking, visual-motor performance

Measured by IQe.g. WAIS, Raven, etc.

What Emotional Intelligence is Not

Personality

The distinctively different characteristics or sum total of a person, including his or

her behaviour and character traits, e.g. “Big 5” - Neuroticism, Extroversion,

Agreeableness, Conscientiousness and Openness to Experience

-Strategic or long-term factorse.g. NEO, MBTI, Insights

“Three Wishes” Exercise

I.Intra-Personal

1. Emotional Self-Awareness2. Assertiveness3. Self-Regard4. Self-Actualization5. Independence

Total EQ is a high level snapshot. Composite Scales are broad brushstrokes. Subscales or ‘EQ Competencies’ are the details.

Emotional Self-Awareness

The ability to recognize and understand

one’s feelings and emotions, differentiate

between them, know what caused them

and why.

Emotional Self-Awareness

• It's fairly easy for me to express my feelings.• I'm in touch with my emotions. • It's hard for me to share my deepest feelings

with others. • It's hard for me to understand the way I feel. • It's hard to express my intimate feelings. • I'm aware of the way I feel. • Even when upset, I'm aware of what's

happening to me. • It's hard for me to describe my feelings.

AssertivenessThe ability to express feelings, beliefs, andthoughts and defend one’s rights in anondestructive way.

Assertiveness

•I'm unable to express my ideas to others. •When I'm angry with others, I can tell them about it.•When I disagree with someone, I am able to say so.•It's hard for me to say "no" when I want to. •It's fairly easy for me to tell people what I think.•Others think that I lack assertiveness. •It's difficult for me to stand up for my rights.

Self-RegardThe ability to look at and understandoneself, respect and accept oneself,accepting one’s perceived positiveand negative aspects as well asone’s limitations and possibilities.

Self-Regard•I feel sure of myself in most situations. •I lack self-confidence. •I have good self-respect. •I don't feel good about myself. •It's hard for me to accept myself just the way I am. •I'm happy with the type of person I am. •I feel comfortable with my body. •I'm happy with the way I look. •Looking at both my good points and bad points, I feel good about myself.

Self-Actualization

The ability to realize one’spotential capacities and to strive to do that which onewants to do and enjoys doing.

Self-Actualization•I try to make my life as meaningful as I can. •I really don't know what I'm good at. •In the past few years, I've accomplished little. •I don't get enjoyment from what I do. •I don't get that excited about my interests. •I try to continue and develop those things that I enjoy. •I enjoy those things which interest me. •I try to get as much as I can out of those things that I enjoy. •I don't have a good idea of what I want to do in life.

IndependenceThe ability to be self-reliant and self-directedin one’s thinking and actions and to be free ofemotional dependency; these people may askfor and consider the advice of others, but

they rarely depend on others tomake importantdecisions or dothings for them.

Independence

•I prefer a job in which I'm told pretty much what to do.

•When working with others, I tend to rely more on their ideas than my own. •I prefer others to make decisions for me. •It's hard for me to make decisions on my own.•I'm more of a follower than a leader. •I tend to cling to others. •I seem to need people more than they need me.

II.Inter-Personal

1. Interpersonal Relationship2. Empathy3. Social Responsibility

Interpersonal Relationships

The ability to establish and maintainmutually satisfying relationships thatare characterized by intimacy and bygiving and receiving affection.

Interpersonal Relationships

•I'm unable to show affection. •It's hard for me to share my deep feelings with others.

I'm a fairly cheerful person. •It's easy for me to make friends. •My friends can tell me intimate things about themselves. •I'm fun to be with. •I don't get along well with others. •My close relationships mean a lot to me and to my friends. •I have good relations with others. •People think that I'm sociable. •I don't keep in touch with friends.

EmpathyThe ability to be attentive to, to understand, and toappreciate the feelings ofothers…it is being able to“emotionally read” otherpeople.

Empathy•I'm unable to understand the way other people feel. •I'm good at understanding the way other people feel. •My friends can tell me intimate things about themselves.•I would stop and help a crying child find his or her

parents, even if I had to be somewhere else at the same time. •I care what happens to other people. •I'm sensitive to the feelings of others. •It's hard for me to see people suffer. •I avoid hurting other people's feelings.

Social Responsibility

The ability to demonstrate oneself as acooperative, contributing, and constructivemember of society.

Social Responsibility•I like helping people.

•It doesn't bother me to take advantage of people, especially if they deserve it.

•Others find it hard to depend on me. •I would stop and help a crying child find his or her

parents, even if I had to be somewhere else at the same time.

•I care what happens to other people. •If I could get away with breaking the law in certain

situations, I would. •I'm able to respect others. •I'm sensitive to the feelings of others. •I think it's important to be a law-abiding citizen.•It's hard for me to see people suffer.

III.Stress Management

1. Stress Tolerance2. Impulse Control

Stress ToleranceThe ability to withstand adverse events and

Stressful situations without falling apart by actively and confidently coping with stress.

Stress Tolerance

•I know how to deal with upsetting problems. •I believe that I can stay on top of tough situations. •I can handle stress without getting too nervous. •I don't hold up well under stress. •I feel that it's hard for me to control my anxiety. •I know how to keep calm in difficult situations. •It’s hard for me to face unpleasant things. •I believe in my ability to handle most upsetting problems. •I get anxious.

Impulse Control

The ability to resist ordelay an impulse, drive,or temptation to act.

Impulse Control•It is a problem controlling my anger. •When I start talking, it's hard to stop. •My impulsiveness creates problems. •People tell me to lower my voice in discussions. •I'm impatient. •I have strong impulses that are hard to control.•I'm impulsive. •I've got a bad temper. •I tend to explode with anger easily.

IV.Adaptability

1. Problem Solving2. Reality Testing3. Flexibility

Problem SolvingThe ability to identify and define problems

as well as to generate and implementpotentially effective solutions.

Problem Solving•My approach in overcoming difficulties is to move step by step. •When faced with a difficult situation, I like to collect all the information about it that I can. •I like to get an overview of a problem before trying to solve it. •When facing a problem, the first thing I do is stop and think. •When trying to solve a problem, I look at each possibility and

then decide on the best way. •It's hard for me to decide on the best solution when solving

problems. •In handling situations that arise, I try to think of as many approaches as I can. •I generally get stuck when thinking about different ways of

solving problems.

Benefits of Problem Solving

• After 120 hours of workshops:– increased grades– improved performance &

attitude– outside recruiters report

difference in graduates

Reality TestingThe ability to assess thecorrespondence between whatis experienced (the subjective)and what in reality exists (theobjective).

Reality Testing•I try to see things as they really are, without fantasizing or daydreaming about them. •It's hard for me to understand the way I feel. •I have strange experiences that can't be explained.•People don't understand the way I think. •I tend to fade out and lose contact with what happens around me. •I get carried away with my imagination and fantasies.• Even when upset, I'm aware of what's happening to me. •I tend to exaggerate I can easily pull out of daydreams and tune into the reality of the immediate situation. •It's hard for me to keep things in the right perspective.

FlexibilityThe ability to adjust one’semotions, thoughts, andbehavior to changingsituations and conditions.

Flexibility•It's difficult for me to begin new things. •It's hard for me to make adjustments in general. •It's difficult for me to change my opinion about things. •It's easy for me to adjust to new conditions. •I'm able to change old habits. •It's generally hard for me to make changes in my daily life. •It's hard for me to change my ways. •It would be hard for me to adjust if I were forced to leave my

home.

V.General Mood

1. Happiness2. Optimism

HappinessThe ability to feel satisfied withone’s life, to enjoy oneself andothers, and to have fun.

Happiness•It's hard for me to enjoy life. •It's hard for me to smile. •I'm a fairly cheerful person. •I am satisfied with my life. •I'm fun to be with. •I get depressed. •I'm not that happy with my life. •I enjoy weekends and holidays. •I like to have fun.

Everything can be taken away from a person, but one thing: to choose one’s attitude in any given set of circumstances - to choose one’s way.

Viktor Frankl

Optimism

The ability to look at thebrighter side of life and tomaintain a positive attitude,even in the face of adversity.

Optimism•I feel sure of myself in most situations. •I believe that I can stay on top of tough situations. •I'm optimistic about most things I do. •I generally hope for the best. •I'm generally in motivated to continue, even when

things get difficult. •I generally expect things will turn out all right, despite

setbacks from time to time. •I believe in my ability to handle most upsetting problems. •Before beginning something new, I usually feel that I'll fail.

Best Leader/Worst Leader Exercise

Qualities/ Attributes

Impact on Me

“Great leaders move us. They ignite our passion and inspire the best in

us. Great leadership works through the

emotions.”

Daniel GolemanAuthor

Emotional Intelligence: Why it Can Matter More than IQ, Working with EI, Primal Leadership, Social Intelligence

Leadership

• 3 primary causes of leadership ‘derailment’:

1) difficulty in handling change

2) lack of teamwork skills

3) poor interpersonal relations

Centre for Creative Leadership

EQ-i Report Types• Development Report – Standard Scores appear on the bars, “Below Ave”

“Ave” “Above Ave” (13 pages) ($48)• Resource Report – no numbers, “Area for Enrichment” “Effective

Functioning” “Enhanced Skills” (13 pages) Available in additional languages ($48)

• Individual Summary Report – no text ($30)• Group Report - % in various ranges ($80)• Leadership Report – specific to leadership, “Effective Functioning” range

has been reduced ($110-117)• Business Report – specific to workplace, “Effective Functioning” range

has been reduced ($54)• Post Secondary Report – only composites ($17)• EQ-360 Report – with Business Report ($212)

N.B. Page numbers and prices are approximate and subject to change.

Effects on EQ Scores of:

•Age•Gender•Culture

EQ Over The Age Span

100

102.7

96.8

101.5

95.3

101.8

90

92

94

96

98

100

102

104

16-19 20-29 AverageEQ

30-39 40-49 50+

Gender Differences In EQ• Females Score

Higher on:– Interpersonal

Relationship

– Social Responsibility

– Empathy

• Males Score Higher on:– Self-Regard

– Stress Tolerance

But NO difference in Total EQ!

Total Average EQ-i Scores Collected from Various Countries During R&D

USA and Canada

Who scored higher?

Americans scored higher on:– Reality Testing– Happiness– Optimism– Assertiveness

Similarities of Race

85 90 95 100 105 110

Asian

Caucasian

Hispanic

African-American

Articles

• “HR has big emotional smarts”• “Do doctors have an emotional

handicap?”• “Media score high on Emotional

Intelligence (EQ)”• “Info tech workers emotionally

weak”• “Average EQ Scores of

Different IT Professionals”

EQ, IQ, and Job Performance

• 100 Frontline Bank Employees (44 Males & 56 Females)

• Each given Raven, BarOn EQ-i & Performance Review

• Correlation between IQ & Job Performance r=.07 (ns)

• Correlation between EQ & Job Performance r=.52 (.001)

Joseph Hee-Woo Jae, Manilla University

Contributions to Work Success in Bank Employees: IQ vs EQ

• IQ - 1%

• EQ - 27%

• Other factors 72%

EQ, Grades, Life Satisfaction

• 60 second year psychology students• Administered the EQ-i• Took grade point average from last

year high school to present• Test of creativity (Jackson Innovation

Scale)• Rated the satisfaction

Rolan Koffman, York University, Toronto

Results

• No relation between GPA & EQ (0.17)• No relation between GPA & creativity

(0.03)• No relation between GPA and life

satisfaction• EQ related to creativity (0.41)• EQ related to life satisfaction (0.55)

Emotional Intelligence (EQ-i)• Populations Studied

– Some of the Work Groups

• Military• University Students• Automotive Industry• Teachers• Information Technology• Engineering• Insurance• Financial Services• Health Care Professionals• CEO’s

– Young Presidents’ Organization

Emotional Intelligence (EQ-i)

• Special Populations Studied– Psychiatric– Substance Abuse– Offenders– Spouse Abuse– Medical Patients– Chronic Unemployed

Rate Preferences of Hi-Tech Workers• Providing a high salary

• Emphasizing training

• Providing regular feedback

• Providing full health care benefits

• Respectful treatment

• Having supportive, effective management

• Providing the latest technology

• Providing challenging assignments

• Providing opportunity for advancement

• Providing full reimbursement for training expenses

Rate Preferences of Hi-Tech Workers

18, 6) Providing a high salary

11, 7) Emphasizing training

17, 8) Providing regular feedback

3,2) Providing full health care benefits

1, _) Respectful treatment

2, 1) Having supportive, effective management

5, 11) Providing the latest technology

8, 5) Providing challenging assignments

6, 3) Providing opportunity for advancement

4, 4) Providing full reimbursement for training expenses

Testing Terms

Assessment:Process that results in

inferences about individual or group

Test:Systematic procedure for

measuring individual or group behaviour or characteristics

Testing Terms (cont’d)

• Test User – the individual who is responsible for the selection, administration, and scoring of tests and analysis, interpretation and communication of test results

• Context – the situation, purpose, or setting in which a test is being used


• Qualifications – “EQ-i® Certified”• Administration – process by

which test data are gathered:

1) Item Booklet and ‘bubble sheet’

2) Stand Alone software

3) Web Administration


• Scoring – application of test specific rules to responses or observations to produce quantitative or qualitative data

• Interpretation – application of scientific knowledge and professional judgment to test data to make inferences about individual or group characteristics


• Supervision – the process of overseeing, directing, and assuming responsibility for the actions of others

Interpretation - Integration

• Use psychometric knowledge• Knowledge about EQ-i factors• Application specific knowledge

– Hiring/recruiting

– Staff development and training

– Career Counselling

Substantive-specific knowledge – what you know about the industry

• Knowledge of the literature

Interpretation (cont’d)

• Knowing when and how to modify interpretation:– Differences between the

individual’s characteristics and those in the reference group(s)

– Sources measurement error

– Testing Accommodations

– Motivational Set

– Informed Consent

Test Security

• Knowledge required for the proper handling of test materials to ensure copyright protection and to prevent tests from falling in to the public domain

• Knowledge of legal and ethical issues related to release of test

Confidentiality of Test Taker Information

• Knowledge required for the proper and ethical handling of examinee’s test protocols and results to ensure confidentiality

• Knowledge of legal and ethical issues related to release of examinee’s test protocols and results

©Copyright Multi-Health Systems, Inc. All Rights Reserved.

Ethics References

Websites www.apa.org and www.cpa.ca APA

American Psychological Association’s Code of Ethics for Psychologists

The Ethical Practice of Psychology in Organizations

CPA

The Canadian Code of Ethics for Psychologists

Companion Manual…

Guidelines for Non-discriminatory Practice

Guidelines for Educational and Psychological Testing

Practice Guidelines for Providers of Psychological Service

©Copyright Multi-Health Systems, Inc. All Rights Reserved.

Ethics References (cont’d) Websites for publications / reports

Rights and Responsibilities of Test Takers: Guidelines and Expectations (www.apa.org/science/ttrr.html)

Responsibilities in Providing Psychological Test Feedback to Clients (http://kspope.com/sci/feedback1.shtml)

The Real World: It is Better to Receive than to Give--Practical Tips for Giving and Receiving Performance Feedback(www.siop.org/tip/TipOct00/12waclawski.htm)

Statement on the Disclosure of Test Data(www.apa.org/science/disclosu.html)

Test Security (American Psychologist, Dec. 1999, Vol.54, No.12, p1078)

Statement on the Use of Secure Psychological Tests in the Education of Graduate and Undergraduate Psychology Students

Understanding the EQ-i Framework

• 133 or 125 brief items (‘Short’ has 51 items)

• Answered on a 5-point scale from “Very Seldom or Not True of Me” to “Very Often or True of Me”

• 15-30 minutes to complete

• Standard Scores based on “100” as the mean on the following scales:

• 5 EQ Composites Scales

• 15 EQ Content Scales

• 4 Validity Scales

Steps to Scoring

Compute Raw Scores

Transform Raw Scores to Standard Scores

Formal Interpretation of Standard Scores

Computation of Raw Scores

Scores are assigned to each EQ-i response.

For positively phrased items (e.g., “I like to have fun”):

1=“Very Seldom or Not True of Me”2=“Seldom True of Me”3=“Sometimes True of Me”4=“Often True of Me”5=“Very Often True of Me or True

of Me”

For “negatively” phrased items (e.g., “It’s hard for me to smile”), the assignment of scores is reversed.

Computation of Raw Scores

The raw score is then the sum of the scores assigned to items that are included in a scale.

e.g., Raw Score = 4 + 2 + 4 + 3 + 3 + 4 + 5 + 4 + 3 = 32

Problems with Interpreting Raw Scores

Raw Scores are meaningless without some sort of benchmark with which to compare.

Raw scores cannot be easily interpreted in terms of degrees of ability, or severity levels.

Norms & Standard Scores are used to resolve these problems.

Norms

Norms are established by obtaining a large sample of the population.

Means and Standard Deviations are then derived using the data that is obtained.

Means (i.e., averages) are used as benchmarks.

Standard Deviations are used to assess how much a score departs from average.

Gauging EQ-i Scores

Gauging EQ-i scores involves knowing

What is average (Central Tendency)

The shape of EQ-i scores (Normal Distribution)

How much scores depart from average (Standard Deviation).

Measures of Central Tendency

The Mean ...Is Commonly called the “average”.The mean of 8, 11, 11 is (8+11+11)/3 = 10

Is the best measure when the data is not highly unusual.

The Median ...Is the middle value of an ordered set of scores.The median of 2, 2, 6, 8, 17 is 6.

Is relatively unaffected by unusual data values, but does not maximize the data.

Normal Distribution

EQ-i scores are not unusually distributed.

EQ-i scores closely resemble a “Normal” distribution (having a bell-like shape).

The Use of Standard Deviation

Standard Deviation tells us about the spread of the data.

There are long established properties that link standard deviation to the Normal Distribution.

Given “normally” distributed data, standard deviation allows a score to be placed very precisely among the distribution of scores.

Standard Scores

It is undesirable to have a different benchmark for every scale.

Standard Scores are transformed scores* that have the same Mean and SD for every scale.

For the EQ-i, standard scores with a mean of 100 and Standard Deviation of 15 are used.

Standard Score = (Raw Score - Mean)/SD X 15 + 100

Standard Scores are used to…

• Facilitate comparison of different EQ-i scale scores AS: Raw Score = 20 vs. IR: Raw Score = 25 (Mean = 15, SD = 5) (Mean = 30, SD = 5)

Standard Score = (Raw Score - Mean)/SD X 15 + 100

• Facilitate comparison to other instruments EQ: Standard Score = 120 vs. IQ: Standard Score = 100

Summary of Scoring Information

Raw scores are computed by summing scores assigned to item responses. Raw scores are difficult to interpret.

Norms for the EQ-i are benchmarks derived from a sample of the population.

Standard scores all have a Mean=100, and Standard Deviation=15.

Interpretation of EQ-i scores is possible using standard scores and/or percentiles.

Norm Sample

*188 Respondents did not provide either age or gender

3,831 used for the normsAge Males Females

Less than 30 678 81430 to 39 432 40440 to 49 452 420

50 or over 214 229

Subgroup Representation

Subgroup % of SampleCaucasian 77%Hispanic 3%

Asian 8%Black 7%Other 5%

ANOVA Results for Age Effect

**p<.001, *p<.01

Age Groups:1= Less than 202= 20 to 293= 30 to 394= 40 to 495= 50 or over

Scale Effect Differences SizeTOTAL EQ F=46.3** 4,3,5>2,1 3.70%

INTRA-PERSONALEmotional Self-Awareness F=9.2** 4,3,5>2,1 1.80%Assertiveness NOSelf-Regard F=5.6** 4,3,5>2,1 0.90%Self-Actualization F=8.3** 4,5,3>2,1 1.60%Independence F=35.1** 4,3>5>2,1 5.40%

INTER-PERSONALEmpathy F=12.8** 5,4>3>2,1 0.60%Interpersonal Relationship NOSocial Responsibility F=29.8** 5,4>3>2,1 5.30%

ANOVA Results for Age Effect

**p<.001, *p<.01

Age Groups:1= Less than 202= 20 to 293= 30 to 394= 40 to 495= 50 or over

Scale Effect Differences SizeADAPTABILITYProblem Solving F=20.1** 4,3,5>2,1 4.20%Reality Testing F=30.6** 4,5,3>2>1 6.90%Flexibility F=6.4** 3,4>5,2>1 1.40%

STRESS MANAGEMENTStress Tolerance F=21.3** 4>3,5>2,1 3.60%Impulse Control F=14.2** 4,5>3>2,1 1.70%

GENERAL MOODHappiness NOOptimism F=23.8** 4,5,3>2,1 4.70%

Norm Options

Age/Gender Specific NormsInterpret scores relative to people of same age and gender.

General NormsComparison made to population average irrespective of age or gender.

Useful to avoid being discriminatory.

Note: EQ-i reports utilize General Norms when age or gender is omitted from the response sheet.

Validity Indicators

• Positive Impression Scale

• Negative Impression Scale

• Inconsistency Index

• Omission Rate

• Item 133

• Pie Chart – Response Style

Positive Impression Scale (PI)

Designed to detect feigning of enhanced emotional functioning.

Consists of items that although socially undesirable, it is unusual to never have done them (e.g., "I have not told a lie in my life").

Recommended that scores invalid if PI > 130.

Interpret a High ‘PI’

An attempt to create an overly positive impression.

Other possibilities:Lack of self-awarenessUnwillingness to face one's limitationsNeed for social conformity or approval

Most Common: Very Positive Person

Bottom Line: Response style provides information.

Negative Impression Scale (NI)

Designed to detect people who are mis- representing themselves in a negative way.

Consists of items that suggest severe pathology, e.g. “I feel cut off from my body.”

However, the symptoms don’t go together diagnostically.

Protocol is usually considered invalid if NI > 130.

Interpret a High ‘NI’

An attempt to create an overly negative impression.

Other possibilities: A "cry for help" Low self-esteem

Self-critical response style Pathology

Bottom Line: Response style provides information.

Correction Factor

The correction factor is a "fine-tuning" of EQ-i scores to account for response style.

High NI scores (and Low PI scores) produce an upward adjustment.

High PI scores (and Low NI scores) produce a downward adjustment.

On the reports, scores are automatically corrected. Uncorrected scores are in the Coach’s Sumary.

Inconsistency

The Inconsistency Index compares responses of item pairs with similar content e.g., “It’s hard to share my deep feelings with others”, and “It’s hard to express my intimate feelings.”

Only 2% of those in the population score more than 12 on the Inconsistency Index.

Inconsistency Index is the sum of the response differentials for 10 pairs of items.

Inconsistency Index:Interpretation

Most Common Interpretation of high (12 +) scores:

Respondent didn't take the task seriously. Either gave it little thought or intentionally tried to sabotage the results.

Alternate Interpretation:Respondent was unusually influenced by subtle differences between the item pairs.

Omission Rate and “Item 133”

• Omission Rate is a concern when insufficient numbers of items have been completed to provide a valid score for a subscale – cannot score the report – no charge

• 133 should be ‘4’ or ‘5’ or cannot take responses seriously

EQ-i Subscale Correlates withPersonality Traits

1. Total EQ- Emotional Stability- Self-Assured, Relaxed- Negative relation with Psychopathology/Depression- Minimal correlation with IQ!!

2. Assertiveness- Negatively related to Shyness, Self-Consciousness- Outgoing, energetic, expressive, uninhibited- Negatively related to Phobia/Anxiety- Does NOT measure Aggressiveness!!


3. Self-Regard- Self-Assured, Self-Esteem- Negatively related to self-doubt, self-deprecation- Work Performance (attitude)- Negatively related to depression

4. Self-Actualization- Trying one's best, ability to get things done- Negatively related to depression - Motivation & Improving oneself


5. Independence- Dominant- Control over one's own life- Ego strength (strong willed)

6. Interpersonal Relationship- Satisfying interpersonal relationships- Interpersonal sensitivity and skills- Extraversion- Group Oriented


7. Social Responsibility- Maintain cultural standards of right and wrong- Negatively related to antisocial attitudes- Negatively related to anger and abusive behavior- Interpersonal sensitivity

8. Problem Solving- Persevering, Conscientious- Negatively related to thought disturbances- Negatively related to impaired concentration


9. Reality Testing- Balanced, Adaptive- Negatively related to psychopathology

10. Flexibility- Ability to adjust to different environments- Responsiveness to programs/treatment

11. Stress Tolerance- Emotional Stability- Relaxed- Neg. related to Anxiety/Apprehensiveness


12. Impulse Control- Negatively related to Aggressiveness and Impulsiveness- Patience and Self-Control

13. Happiness- Barometric Indicator of EI??- Energetic, Lively- Negatively related to depressionlated to Depression


14. Emotional Self-Awareness- Openness- Emotional Expressiveness

15. Empathy- Warmth, Involvement, Attachment- Sensitivity- Closeness, Intimacy

16. Optimism- Stress Tolerance

Stages of Change

• The Stages of Change Model is a helpful way to look at change and helps us to assess when and how to approach an individual in the process of change. It was created by Dr. James Prochaska and outlined in his book, Changing for Good, 1998.

Stages of Change

1. Precontemplation

2. Contemplation

3. Preparation

4. Action

5. Maintenance or

Relapse Prevention

1) Precontemplation

• The individual is not considering change yet. They are unwilling and unable to change. An example is an client who is still meeting his/her targets, but is increasingly alienating everyone in the office. They may be feeling uncomfortable, but blames others for being affected by their belligerent behaviour. They may feel like they would like to change, but do not feel like they could be successful.

• Goal of this stage: raise awareness.

2) Contemplation

• The individual is “unsure” about what to do. Acknowledges concerns and is considering the possibility of change but is ambivalent and uncertain. The client has seen the results of a department employee survey which clearly indicates there is a problem with his/her leadership. They are now aware of the problem and seriously thinking about attempting to make some changes, but does not know how or where to turn for help. They are torn between wanting to change and wanting to stay the same.

• Goal of this stage: reduce ambivalence.

3) Preparation

• The individual is committed to and planning to make a change in the near future, although is still considering what to do. The client decides to take the steps necessary to begin one-to-one coaching. They come to the conclusion that the reasons for change outweigh the reasons not to change.

• Goals of this stage: Identify potential change strategies and facilitate choices of most appropriate options.

4) Action

• The individual is actively taking steps to change, but has not yet reached a stable state. The executive is engaged in a coaching relationship, yet is still exhibiting some of the previous problematic behaviour at times.

• Goals of this stage: carry out an action plan, maintain and reinforce motivation and build skills to maintain momentum.

5)Maintenance or Relapse Prevention:

• The individual has achieved initial goals and is now working to maintain gains and prevent return to problematic behaviour. The client may be seeing his/her coach in an on-going way, reading books to educate him/herself, and attending training courses designed to support the behavioural changes.

• Goal of this stage: maintenance and relapse prevention.

Stages of Change

1. Precontemplation

2. Contemplation

3. Preparation

4. Action

5. Maintenance or

Relapse Prevention

Likelihood of a Person Completing a Goal

• Hear an idea - 10% • Consciously decide to adopt an idea - 25%• Decide when they will do it - 40% • Plan how they will do it - 50% • Commit to someone else that they’ll do it - 65% • And when they have a specific accountability

appointment with the person they have committed to actually complete the goal – 95%

From American Society for Training & Development

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