2 Welcome Todays course Your facilitator The EQ-360 The facilities.

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Welcome

• Today’s course• Your facilitator• The EQ-360• The facilities

Logistics

• Schedule• Meals • Parking• Phone/computer access• Restrooms• Questions• Workbook• Feedback practice• Networking contact list

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Objectives

By the end of today’s workshop, you should:

1. Be familiar with the EQ-3602. Know its scales and their definitions3. Understand report components4. Understand the science behind EQ-3605. Know how to interpret the results and

provide feedback to respondents6. Be qualified to purchase the EQ-360

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Objectives

What are your goals for today?

Agenda

1. 360° assessments2. Understanding

the EQ-3603. Psychometrics4. Planning and

Ethics 5. Administration

6. Scoring and reports

7. Interpretation and feedback

8. Coaching9. Evaluation

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Evaluation Process

1. Written exam

• Interpret a sample report

• 60 minutes in-class today

2. After the workshop:

• Administer, interpret, and provide feedback for one real-life EQ-360 assessment on a person of your choice

Introductions

Let’s get to know each other…

Part One

An Introduction to 360° Assessments

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Part One Objectives

• Applications• Advantages• History • Misuses

By the end of this section, you should be familiar with 360° assessments and their

What are 360° Assessments?

Applications• Self-development • Leadership development • Teambuilding• Coaching• Performance management• Change management• Stress management• Career planning• Predicting performance • Retaining high performers

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Advantages of multiple perspectives1. Objective measurement of performance2. Provides perspective from different

angles 3. Increases awareness of work-

related behaviors4. Improves communication

between self, raters, and the organization

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Advantages of multiple perspectives5. Taps many sources of feedback,

e.g., customers, suppliers, clients6. Clarifies differences of opinions 7. Identifies performance gaps 8. Helps with goal setting and

development planning

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History of 360° Assessment

• Traditionally, lack of direct feedback hindered organizations.

• Authoritarian leadership was the norm, with limited supervision given to employees.

• After World War II, worker satisfaction surveys introduced a more democratic ideology.

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History of 360° Assessment

• The 1990s saw 360° feedback processes incorporated into corporate strategies and goals

• Now, most organizations believe that 360° assessments are crucial to selecting and developing the best talent for success

Misuses of 360° Assessment

• Misuses include personnel decisions such as promotions, compensation, demotions, and termination

• The use of 360° assessments for purposes other than individual development has often failed

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Misuses of 360° Assessment

Lack of feedback…• Removes follow-up or

development opportunities• Regularly guarantees failure• May discourage individuals from

providing honest feedback • May influence participation in

future assessments

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360° Assessments

• What experience do you have with multi-rater assessments?

• How could the assessment have been improved?

• What were the strengths of the tool?

Discuss your experience using 360° (multi-rater) feedback assessments:

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Questions?

Part Two

Understanding the EQ-360

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Part Two Objectives

• Development• Participants• Rater definitions• Basic assessment process

By the end of this section, you should be familiar with the EQ-360’s:

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Development of EQ-360

• First version consisted of 46 items• Detailed data analysis led to

improvements• Recommendations were

implemented (see page 27 of the Technical Manual) and a new version was created

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Development of EQ-360

• Current version consists of 88 items• Rating scale from 1 to 5

(“Very seldom true” to “Very often true”)

• EQ-360 factor structure is identical to EQ-i

- Total EQ- 5 Composite scales- 15 Subscales

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EQ-360 Scales

Intrapersonal• Emotional Self-Awareness• Assertiveness• Self-Regard• Self-Actualization• Independence

Interpersonal• Interpersonal Relationship• Empathy• Social Responsibility

Adaptability• Problem Solving• Flexibility• Reality Testing

Stress Management• Stress Tolerance• Impulse Control

General Mood• Optimism• Happiness

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Participation

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Participation

Rater confidentiality• Anonymous responses • Grouped by relationship to facilitate

interpretation• If fewer than 3, raters go into a

“mixed” category (except manager)Rater familiarity

• Raters are asked how well they know the ratee

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Rater Familiarity

Rater familiarity information is found on the first page of the Coach’s Summary in the Multirater Feedback Report

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EQ-360 Rater Items

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How the EQ-360 Works• Scoring converts raw scores to standard scores• 1-5-15 factor structure• Interpretive guidelines

Standard Score

Guideline

130 and over Atypically well developed emotional and social functioning

120 to 129 Extremely well developed emotional and social functioning

110 to 119 Well developed emotional and social functioning

90 to 109 Effective emotional and social functioning

80 to 89 Consider developing

Under 80 Develop

How the EQ-360 Works

• Who participated?• Impressions of your EQ-360 experience?• Subscale consistencies or discrepancies?• Thoughts on feedback?• Were there any surprises?

Discuss your experience as a ratee in the EQ-360 process:

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Questions?

Part Three

An Introduction to Psychometrics

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Part Three Objectives

• What the EQ-i and EQ-360 measure

• EQ-360 normative data• Internal consistency • Connections between the EQ-i

and EQ-360 response patterns

By the end of this section, you should be familiar with:

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EQ-i Refresher

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EQ-i Refresher

• Validity• Reliability• Norms• Norm Groups

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EQ-360 Normative Data

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385353

Males

Females

Not reported

745 Ratees…• Age range from 2170• Mean age of 40.4 years

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EQ-360 Normative Data

331

869

289

411 Managers

Peers

Direct Report

Others

1900 Raters…• 909 male & 969 female • 22 did not report gender

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Internal Consistency

• Reliability of Total EQ is .98 • Inter-scale reliability for Composite

Scales ranged from .91 to .95• Inter-scale item reliability for

Subscales ranged from .77 to .91

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EQ-i and EQ-360 Connections

Ratee and Rater Group CorrelationsScales with significant* relationships:

*Magnitude was moderate

Emotional Self-Awareness

Empathy ProblemSolving

Manager Peer

Direct Report

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Ratee and Rater Group DifferencesRatee was significantly higher than raters on four scales only:

Emotional Self-Awareness

Empathy

ProblemSolving

Social Responsibility

Manager Peer Direct Report

Other

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Managers Q Q Q

Peers Q Q Q

Direct Reports

Independence

Self-Actualization

Intrapersonal Composite

Age DifferencesScales with significant* relationships:

*Magnitude was very small

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Empathy Social Responsibilit

y

Interpersonal Composite

Managers F>M F>M Q

Peers F>M F>M F>M

Direct Reports

Q Q Q

Gender DifferencesScales with significant* relationships:

*Magnitude was very small

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What do the differences mean?• Ratee may be inclined to inflate responses• Context of assessment may affect

responses• Supervisor unfamiliarity results in

inaccurate responses• Differing definitions of effective emotional

functioning between groups

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Questions?

Part Four

Planning and Ethics

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Part Four Objectives

• How to plan an EQ-360 assessment

• Getting organizational buy-in• Ethical issues in administration• Selecting Raters• How to debrief participants

By the end of this section, you should be familiar with:

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Purposeful Planning

• What is the purpose of assessment?

• How will the results be used?• What does the ratee know about

or expect from the process?

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Purposeful PlanningIssues to Consider:

•Timing•Extenuating circumstances•Personnel involvement•How will the results be used?•Methods available to confirm

confidentiality•Feedback•Who will be facilitating

development and action planning?

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Purposeful Planning

Before you begin, establish:1. What the organization hopes to

gain from the assessment2. Connections between purpose and

specific business needs or goals3. Clear participant expectations for

accountability

Organizational Buy-In

• Senior Management support lends credibility to the process

• Prepare an EQ business case • Educate management team

on the value and relevance of the process (ROI)

OrganizationalBuy-In

Convey the importance of getting senior management involved:

– Consider creating a steering committee responsible for guiding the 360 process

– Show them how they will benefit

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Selecting RatersIdentifying who to involve

• Supervisor, colleagues, direct reports, clients, and family members round out the mix

• Determine who gets input in the rater selection process– HR?

– The ratee?

– The ratee’s manager?

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Selecting RatersDefining roles

• Will rater nominations be submitted to manager(s) and/or HR for approval or adjustment?

• The ratee’s manager:– Will his/her responses be singled out?

– Will he/she be involved in skill development and coaching?

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Selecting Raters

•Are credible and trustworthy

•Work closely with the ratee

•Know the ratee well

Choose raters who:

For a fresh perspective, select some raters who have worked with ratee for only a short period of time.

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Selecting Raters

Tips for defining raters:1.There must be at least three raters

per category.

2.If fewer than three, put raters in the Other/Mixed category to ensure confidentiality.

3.Anyone with a supervisory influence on the Ratee is considered a Manager. If there is only one manager, discuss confidentiality issues.

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Ethical Issues

Who is the client?

• Individual respondent • Group• Organization

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Ethical Issues

Confidentiality• EQ-360 ratees own their data• Sharing report/results and

determining action steps are decided by the ratee

• Breaches of confidentiality and rater anonymity can jeopardize feedback and compromise the integrity of the administrator

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Ethical Issues

Ensuring Rater Anonymity• Raters feel more comfortable giving

honest responses when they are anonymous

• If they feel their identity is unprotected, raters may respond overly favorably or be reluctant to participate

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Ethical Issues

Ensuring Rater Anonymity• Each rater category is scored

together as an aggregate• If there is only one rater in a

category, those results will be placed in the Other/Mixed group

• All online responses are stored ina secure MHS scoring database

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Ethical Issues

Informed Consent• Obtain before the administration• Ensure voluntary participation and

freedom to withdraw from participating without punishment

• Provide contact information of administrator

• Check with your State/Provincial or Country psychology board regarding ethical issues

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Ethical Issues

Debriefing Raters• Explain purpose of the debriefing

session• How did they find the EQ-360

process?• What were their expectations and

were they met?• How could the process be improved?

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Ethical ScenariosFor each of the scenarios provided, consider the following questions:

1. What is/are the ethical issues with the scenario?

2. What steps should be taken to ensure the privacy of participants?

3. What are the appropriate steps that should be followed in order to rectify the issue?

4. What resources are available in order to rectify the issue?

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#1: Acquisition

• An I/O psychologist has collected extensive developmental planning data on the top 100 executives of a very large corporation. The data includes the results from the EQ-360.

• Participants completing the EQ-360 were promised by the Board of Directors that the results would be used for development purposes only.

• Now, the organization is being acquired, and the team making staffing decisions for the merged organization has requested the 360 data.

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#2: Succession Planning

• A management consultant has decided to relocate to another city and must leave behind data from a recent EQ-360 assessment used for development purposes with various managers from an Engineering company.

• The Engineering company indicated that it will not replace the management consultant. Instead, a HR manager will assume responsibility for the EQ-360 feedbacks, as well as the development initiatives.

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#3: Scope Planning

• A consultant was hired by a firm to conduct

EQ-360 assessments.

• The organization has not yet decided whether the assessment results will be used for selection in addition to development, or who will have access to the data.

• The consultant is concerned and wants to tell the ratees and raters that the firm has not yet decided how the data will be used.

Part Five

Administering the EQ-360

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Part Five Objectives

• Prepare EQ-360 participants• Use your Scoring Organizer

account• Select an administration format

By the end of this section, you should understand how to:

Preparing Participants

• Speak with the ratee and raters before administration

• Discuss with the participants their right to confidentiality, feedback, and the development of skills after the assessment

• Participants need to know how they will benefit from the assessment

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• Brief participants on – What emotional intelligence is– What a 360° assessment is – How the EQ-360 will be used– What are the rating scales– Definitions of scales

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• Discuss the importance of providing honest answers that reflect current functioning

• Discuss how long it will take to complete the inventory

• Clarify ratee and rater expectations

ExerciseCreate a correspondence to raters

Invite a group of raters to complete the EQ-360 on their coworker, Jim Smith.Your invitation should contain the following information:

• What the EQ-360 is

• Why they are being asked to complete it

• Reasons for participation

• That they will complete the assessment online

• What will be done with the results

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Administration Options

• Online:– Link to survey

website in an email

– Web scoring

• Paper– Packets shipped

to participants– Mail/fax scoring

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Scoring Organizer• You will receive an MHS Scoring

Organizer account that stores your rater information online

• Full instructions in the online Help and Getting Started Guide

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Scoring Organizer

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Online Administration

Setting up the EQ-360

• Each ratee must belong to a different Scoring Organizer Group

• Decide whether you wish to add open-ended items to the EQ-360

• Raters’ short responses will appear on the Coach Report

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Online Administration

Add a new group for each individual ratee

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Online AdministrationAdd up to 7 open-ended items:

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Mail/Fax Administration

1. Use the item booklets, scanable response sheets, and scoring service processing form

2. Mail or fax forms to MHS for scoring

3. Reports can be scored from your Scoring Organizer account

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Administration Service

No time to handle administration and scoring?MHS can contact raters for you, track completion, and send you scored reports

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Questions?

Part Six

Scoring and Reports

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Part Six Objectives

• Score EQ-360 reports• Differentiate the EQ-360

Client and Coach reports• Decide what reports to use• Find information in the reports

By the end of this section, you should know how to:

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EQ-i RefresherReport Narrative

Information

Interpretive Guidelines

Bar Graphs Best for…

Development Report

Clinical with suggestions for development for lowest 3 subscales

Numeric 5 areas:“Very Much Below Average” to “Very Much Above Average”

Counseling and life coaching(Counselor’s Section stays with clinician)

Resource Report

Corporate with suggestions for development for lowest 3 subscales

Numeric in Counselor’s Section only

3 areas:Enrichment, Effective Functioning, Enhanced Skills; divided by approx 1 SD

Human capital development in organizations(Counselor’s Section stays with coach/HR)

BusinessReport

Corporate with suggestions for development for all 15 subscales

Numeric in Coach’s Section only

3 areas:Enrichment, Effective Functioning, Enhanced Skills; divided by approx 1 SD

Development planning with SMART goal setting and activity sheets(Coach’s Section stays with coach/HR)

EQ-360 Reports come with your choice of one of the above reports. Individual Summary Reports are generated separately.

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Scoring ReportsScoring generates 2 EQ-i and 2 EQ-360 reports:

See your Getting Started with EQ-360 Guide for instructions

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Scoring Reports

• Under EQ-360, select the EQ-i report type to determine the self-rated report output

• There is no need to score the EQ-i separately

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Report Comparison

Coach Report Client Report• Provides the

administrator, coach, or employer* with in-depth response analysis, including validity and rater information

• Numeric cut-offs may be distracting to the ratee

• Not recommended for raters or the ratee

• Provides the ratee or employer with general response analysis and development information

• Sensitive language encourages positive change

• Not recommended for raters

*Access to reports requires the consent and permission of the ratee.

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Report Comparison

Coach Report Client Report

Interpretive guidelines

< 8080-8990-109110-129>130

Develop Consider Developing Effective Well-Developed Enhanced

Coach’s summary section

Yes No

Open-ended items Yes No

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Report Comparison

Coach Report Client Report

Numeric Non-numeric

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Report Components

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Report ComponentsDevelopment Strategies• Shown for up to three subscales with the

highest discrepancy between ratee and rater

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Report Components

Coach’s Report Summary• Rater familiarity • Scale scores by rater group

(significant differences flagged)• Profile graph• Item response frequencies

(with mean score for each item)

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Report Components

Open-Ended Items (Coach Report)

Respondents’ short descriptions give qualitative information about the ratee:

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Questions?

Part Seven

Interpretation and Feedback

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Part Seven Objectives

• Gauge validity of responses• Understand report results• Provide feedback to the ratee• Recommend strategies for

development• Deal with common challenges


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Assessing Validity

Examine the overall validity of the EQ-360 assessment with regards to:

- EQ-i validity- Number of raters- Rater familiarity- Selection of raters

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Assessing Validity

EQ-i Validity• Omission Rate• Positive Impression Scale• Negative Impression Scale (if

applicable)• Inconsistency Index• Ratee response style• Time taken to complete the EQ-i

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Assessing Validity

Group Size• Ensure that there are enough

raters in each rater group (3 rater minimum)

• Ensure that there is a similar number of peers and direct reports

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Assessing Validity

Rater Familiarity• Review rater familiarity chart

(in the Coach’s Summary)• Responses may not be accurate if

raters attest to knowing the rater “Not Very Well” or “Under 1 year”

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Assessing Validity

If raters are selected by…• The ratee:

– Make sure that raters are objective and work with the rater in some current capacity

• The ratee’s manager or HR:– Verify rater relationships with the ratee– Manager and HR may not know all of

the people with whom the ratee works

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Understanding the Results

• EQ-360 raw scores converted to standard scores

• Each EQ-360 scale has same mean and SD as EQ-i scales

Mean = 100SD = 15

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• Review scores for scales and items:

•Total EQ•Composite scales•Subscales•Item responses


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What are score discrepancies?

• Compared to EQ-i scores, are the EQ-360 scores significantly (> 10 points) higher or lower?

• Do the ratings of one rater group differ substantially from others?


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• If ratee scores lower than rater – Indicative of underestimating own EI ability– May also reflect low self-awareness or self-

esteem

• If ratee scores higher than raters – Indicative of overestimating own EI ability– May reflect inability to view self critically,

ego centrism/narcissism


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• Significant score differences between rater groups – Indicative that ratee behaves

differently with each rater group

• Consensus of scores between rater groups– Indicative of accurate picture of

ratee’s EI functioning most of the time and across situations


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• EQ-360 results should be integrated with other data and information:– Interview data from ratee– Additional psychological and behavioral

assessments– Qualitative feedback of

colleagues/raters– Direct observation of ratee


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Feedback Challenges

• Potentially vulnerable time• Defense mechanisms• Areas that need development are

for strategic correction, not blame or guilt

• Talk about strengths• Establish your role in the

development process

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Providing Feedback

1. Set the Stage • Verify the client’s understanding of

the purpose of the assessment• Discuss how the results will be

used• Assure the client of confidentiality

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Providing Feedback

2. Explain the Feedback Process• Ask when and where the client

completed the assessment• Point out that scores are a basis

for discussion• Discuss the reasons why there are

no numbers on the report

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Providing Feedback

3. Discuss the report• Validity: explore what motivated

the client’s answers• Select subscales you want to

discuss• Ask the client what he or she thinks• Draw connections between

subscales• Identify patterns between rater

groups

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Case Studies

• Feedback Report practice interpretation

Refer to case studies in the appendix of your workbook

Case Study #1Justin

• 33-year-old Customer Service manager

• EQ-360 to aid in professional development

• Referred by manager, who is grooming Justin for a middle management position

Case Study #2Linda

• 34-year-old Project Manager

• EQ-360 to aid in transition to new role

• Problems with staff management

• Referred by manager to HR

Case Study #3Amalie

• 49-year-old NFP CEO

• EQ-360 given to all executives to identify leadership gaps

• Amalie’s task-oriented work style differs from her sociable coworkers

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Case Study #4Christopher

• 48-year-old commercial airline pilot

• Referred by HR due to co-pilot complaints

• Concern over communication and following logbook protocol

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Case Study #5Bill

• 49-year-old sales manager

• Referred by VP due to interpersonal problems

• Concern over lack of staff commitment

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Case Study #6Joan

• 55-year-old university department chair

• Directing a new department committee

• Instigated committee-wide EQ-360 for teambuilding and performance management

• Wishes to rekindle dedication and teamwork

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Questions?

Part Eight

Coaching and Development

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Part Eight Objectives

• Help the ratee create a personal development plan

• Assess the organizational factors that affect the ratee’s progress

• Reassess for success


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Analyzing Development Strategies

• Strategies appear for the three subscales with the greatest discrepancy between Ratee and the All Rater Group

• Choose the strategies that are most appropriate to improving work performance

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Analyzing Development Strategies

• Discuss accessible resources and support systems to help leverage client strategies

• Encourage the use of development strategies on the job

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Creating a Personal Development Plan

• Develop a plan of action with clear goals and timelines

• The goal is lasting behavioral change

• Who, when, how: – Who will be involved– When will it begin– How it will happen

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• Pick one or two subscales that are relevant to job performance

• Record the current level of behavior in these subscales

• List how the attainment of goals will be beneficial to the organization

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• List internal and external factors that will – Enhance your EQ

performance– Hinder your EQ

performance

• Schedule regular feedback from peers, direct reports, and manager

ExerciseCreate a personal development plan

Jim Smith’s results show that he is low on the Interpersonal Relationship scale, which is important to his job as an engineering supervisor.His plan should contain the following information:

• The end goal

• How development will benefit the organization

• Who, when, how

• Timelines

• Factors that will help or hinder progress

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Follow-up Coaching

• Summarize prior meeting

• Check whether progress towards goals has been made

• When a goal is met…– Congratulate!– Choose another EQ-i

area to focus on– Set new goals

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Follow-up Coaching

• When a goal is not met… – Look to see if goals were

unrealistic– Set new goals with new

timelines and action steps– Find additional resources

to achieve revised goals

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• Begin with organizational objectives • Identify a job-specific competency

model with detailed skills and behaviors

• Quantify performance outcomes such as customer satisfaction, leadership, sales, profit, or deadline adherence

• Establish cut-offs for poor performance

Measuring Outcomes

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• What EQ-i areas are most important to organizational and individual success?

• What competencies will you investigating?– Individual?– Organizational?

• How do the EQ-360 results map to the strategy or needs of the organization?

Measuring Outcomes

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Reassessment to Gauge Progress

• Repeat assessment as a measurement of outcomes

• Annual assessment is the norm but more frequent assessments may be needed

• Compare effectiveness over time• Do performance measures need to change?

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Questions?

Wrap Up

Review

Goals

1. 360° assessments2. Using the EQ-3603. Psychometrics4. Planning and

ethics5. Administration

6. Scoring and reports

7. Interpretation and feedback

8. Coaching9. Exam

Exam

Interpret a sample report (60 minutes)

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EQ-360 Assessment

• Complete a EQ-360 administration, interpretation, and feedback on a client of your choice

• Provide a detailed written description of the following (include copies of forms and letters used if any):– How you addressed informed consent– How you set up the administration– How you conducted your initial interpretation– Describe the feedback session(s)– Describe any additional plans discussed

with the client

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EQ-360 Assessment

• Required for qualification• Format & length• Due date• Submission

Thank You• Please fill out an evaluation form

• How to contact me

2 Welcome Todays course Your facilitator The EQ-360 The facilities.

Documents

evaluation slide

future assessments slide

success slide

choice slide

failed slide

organization slide

development planning

assessment lack of feedback