Session 6 Wrap Up and Re-Test
What is Emotional Intelligence?Why do we use it? How do we use
it? What are the results/lessons learned?July 2012 - International
First Year Experience Conference Vancouver, B.C.
Bringing Emotional Intelligence to Your Students : 2
Institutions/ 2 Models
+LAURA
Introduce everyoneWere going to present to you today what we
have done with emotional intelligence at our 2 institutions
Fanshawe College and Wilfrid Laurier University why we decided to
use the tool, how we use it, and what are results have been and the
lessons we have learned.
1What is Emotional
Intelligence?http://www.youtube.com/watch?v=VzQ3skLvhNw&feature=channel
+LAURA
To start - what exactly is emotional intelligence?The best way I
know to explain it, is actually to show you an exampleThis is a
video of a situation that happened a few years ago that Im sure
youll all remember
Now let me ask you a question - If you were on a plane that was
destined to be hit by a flock of birds, would you want this pilot
flying the plane, or would any other pilot do?Why? Is it because he
has a high level of intelligence? Is it because he has strong
technical skills? Could another pilot with the same range of
intelligence and flying skills which would likely be pre-requisites
for the job of a pilot, have more difficulty landed that plane
safely?So what is so special about Sully Sullenberger?
He has high-stress tolerance, methodical problem-solving skills,
flexibility, teamwork proficiency, and the calm optimism to know a
crash was avoidable. In short, he is in control of his emotions he
has high Emotional Intelligence (EI).
Interestingly, several years before the "Miracle on the Hudson,"
Air Canada recognized the importance of EI for pilots. The company
hired about 650 pilots using EI assessment tools as one of the
criteria. Applicants who lacked the requisite technical skills and
experience were not considered, but what distinguished the
finalists was high EI.
2Reuven Bar-On defines emotional intelligence as:An array of
non-cognitive (emotional and social) capabilities, competencies and
skills that influence ones ability to succeed in coping with
environmental demands and pressures. R. Bar-On, Bar-On Emotional
Quotient Inventory (EQ-i) Manual (Toronto :Multi-Health Systems,
1997)
Put simply: Emotional intelligence is your ability to recognize
and understand emotions in yourself and others, and your ability to
use this awareness to manage your behaviour and relationships.
Travis Bradberry and Jean Greaves, Emotional Intelligence 2.0 (San
Diego: Talent Smart, 2009)
+We will be showing you the EI model we used to assess our
students a little later, but for now here are 2 definitions of
emotional intelligence the first one is the definition used by the
Reuven Bar-On, who developed the EQi model that we use, and the 2nd
one is a little simpler, more layperson definition.3EQ vs. IQ?
People with the highest levels of IQ outperform those with
average IQ just 20% of the time, while people with average IQs
outperform those with high IQs 70% of the time. Travis Bradberry
and Jean Greaves, Emotional Intelligence 2.0. (New York: Gallup
Press, 2007)IQdoes not and cannot predict success in life it can
predict on average 6% of success in a given job. Richard K. Wagner,
Intelligence, Training and Employment, American Psychologist, 52
(Oct, 1997): 1059-1069+LAURA
A lot of people confuse EQ and IQ. IQ (or intelligence quotient
ameasure of cognitive intelligence orbook smarts) is typically been
our way of filtering which students can succeed in post-secondary
education, and weve used their high school grades to measure their
ability to use their IQ.So we know that students entering
post-secondary education have, for the most part, reasonably high
IQs.We also know that they seem to struggle regardless - have you
ever had a student with very high high-school grades that has had
difficulty succeeding, and conversely had a student with lower
incoming grades that seems to have it all figured out? The question
is why? And what can we do to help them?
That is the question we were trying to answer when we came
across the power of EI.You see, just like in careers (as we saw
with the miracle on the Hudson) a certain level of IQ is necessary
for entry into post-secondary education (or a given career), but
once in first year (or hat career), it is no longer a significant
factor separating successful from unsuccessful students (employees)
thats where EQ takes over.
4Why Emotional Intelligence?The Whole PersonThe Essential
Difference
Steven Stein and Howard Book, The EQ Edge (Mississauga: John
Wiley & Sons Canada, Ltd, 2006)+LAURA
EQ is a critical element in understanding the whole person - we
are all a combination of 3 things our IQ, our personality, and our
EQEach factor is unique and they dont overlap much, but when
assessed together you get a picture ofthe whole person andwhat
makes that persontick
But what makes EQ so different is that your IQ is pretty much
set by the time you are 17, and your personality by the time you
are 5 so as I say to my students in first year you are now about as
smart as you ever will be its now time to use it; and also why you
should never marry someone who has a personality trait that annoys
you because it isnt going awayThese are what psychologists call
static traits you cant do much about themBut the beauty of
emotional intelligence is that it is not static it is worth
understanding and focusing on because it can be improved through
training, coaching and experience .
It was this revelation that there was something that we could
work with the students to improve that first got us interested in
EI, and it particularly interested me as we had seen our attrition
rates in the BBA program spike from 10-15% to 25-30% after grade 13
was eliminated and students were coming in younger and less mature
this certainly looked like the answer.
5Why Emotional Intelligence?The Higher Education Case for EI372
first year undergraduate students given EQi at end of year EI data
matched with students academic recordsNo significant difference in:
age, high school GPA, course loadTwo groups identified:Successful
80% or higherUnsuccessful 59% or lower
Parker, James D. A. 2006, When Smart Students Fail: Emotional
Intelligence and Academic Success, International Conference on the
First Year Experience, Toronto, ON.Successful group scored
significantly higher on several dimensions of EI Intrapersonal
abilities, Adaptability, and Stress management+Specifically his
research was called the Trent Academic Success & Wellness
Project started in 1999 to develop assessment protocol to identify
1st year students at risk of failure6The Higher Education Case for
EQWhat Does the Research Tell Us?Recent findings examining the
impact of EQ on student success:Incorporating emotional skills
content in a college transition course was found to enhance student
retentionSchutte N.S.&Malouff J.M. Incorporating Emotional
Skills Content in a College Transition Course Enhances Student
Retention, Journal of The First-Year Experience, 2002. Vol 14. pp
7-21. Scores on tests of optimism in 500 UPenn freshmen were found
by Seligman to be a better predictor of actual grades during the
first year than SAT scores or high school gradesSchulman, P.
(1995). Explanatory style and achievement in school and work. In
G.Buchanan& M.E. Pl. Seligman (Eds.), Explanatory style.
Hillsdale, NJ: Lawrence Erlbaum.Significant positive correlations
between EI and GPA were found in 304 first year students from
various cohort groups at one NC institutionReported at Annual
Conference on the First Year Experience, 2004, by A. Jaeger
+Other research findings have supported this7What is it?EQ-I 2.0
Model
The 5 meta-factors are broken down into 15
sub-factors:INTRAPERSONAL:Emotional Self-Awareness (being aware of
and understanding our emotions) the ability to recognize how youre
feeling and why, and the impact your behaviour has on
othersAssertiveness (expressing our feelings and ourselves
nondestructively) the ability to clearly express your thoughts and
feelings, and defend a positionIndependence (being self-reliant and
free of emotional dependency on others) the ability to be
self-directed and self-controlledSelf-Regard (being aware of,
understanding and accepting ourselves) the ability to recognize
your strengths and weaknesses and to feel good about
yourselfSelf-Actualization (setting and achieving goals to
actualize our potential) the ability to realize your potential and
feel comfortable with what you achieveINTERPERSONAL:Empathy (being
aware of and understanding how others feel) the ability to
understand what others might be feeling and thinkingSocial
Responsibility (identifying with and feeling part of our social
groups) the ability to be a cooperative and contributing member of
your social groupInterpersonal Relationship (establishing mutually
satisfying relationships) the ability to forge and maintain
relationships that are mutually beneficial and marked by a sense of
emotional closenessSTRESS MANAGEMENT:Stress Tolerance (effectively
and constructively managing our emotions) the ability to remain
calm and focused and to constructively withstand adverse events and
conflicting emotions without caving inImpulse Control (effectively
and constructively controlling our emotions) the ability to resist
or delay a temptation to actADAPTABILITY:Reality Testing
(validating our feelings and thinking with external reality) the
ability to see things as they actually are, rather than the way you
wish or fearFlexibility (coping with and adapting to change in our
daily life) the ability to adjust your feelings, thoughts and
actions to changing conditionsProblem Solving (generating effective
solutions to problems of an intrapersonal and interpersonal nature)
the ability to define problems, then move to generate and implement
effective, appropriate solutionsGENERAL MOOD:Optimism (having a
positive outlook and looking at the brighter side of life) the
ability to maintain a realistically positive attitude, particularly
in the face of adversityHappiness (feeling content with ourselves,
others and life in general) the ability to feel satisfied with
life, enjoy yourself and others, and experience zest and
enthusiasm
Relate back to Miracle on the Hudson, and what theyve seen in
the research8EQ-i & EQ-i 2.0 and Scientific Rigor
Buros Mental Measurements Yearbook275+ Research Publications and
Dissertations
1) The EQ-i is recognized as a scientific measure of Emotional
Intelligence by the Consortium for Research on Emotional
Intelligence in Organizations (EI Consortium) and the Buros Mental
Measurements Yearbook. Buros, the leading publication for critical
analysis of tests and measurements, evaluated the EQ-i as a sound
measure of Emotional Intelligence. This approval of psychometric
quality is a very important markerof propertest development. And
the EQ-I is the only Emotional intelligence assessment that you
will find in Buros. 2) Instrument has been used with a lot of
people large sample of Canadians really sensitive to both English
and French Canadians, the last thing that you would want is a Human
rights complaint someone who says its not fair, not promoted as a
manager be really careful on the legal side that the assessment
that you are using is legally sound francophone, Anglophone and
native populations.In fact the provincial government has selected
the EQ-I and EQ 360 as the EI tools that will be administered to
every single minister in Ontario, as well as all senior and middle
managers.
3) First ever test of EI others didnt exist and we have now
released the 2nd generation assessment, and have leap-frogged ahead
in the EI field as we have incorporated 15 years of research behind
EQ-i we are a step ahead of everyone. In Scientific publications
you will find the the EQ-I is the most widely accepted emotional
intelligence tool in the world. We were the first with this
technology and were the first to revise the technology its up to
you whether you see yourselves the leading edge other manuals will
site our test. Me too Use the EQ-i to compare their own its the
gold standard. The only way they can validate it is by comparing it
to the gold standard. We set the standard, we are the leaders, or
you can pick the me too. ESCI largest psych.info. less than 10
studies, EQ-i has been incorporated into 270
Not a strong link to transformational leadership not highly
related only 5 unpublished studies, and some are negative. Why
research is important hundreds peer review YPO direct links of EQ-i
and published peer reviewed article on leadershipIf you really want
to be leading edge and defending what you are doing, peer review
journals is most accepted organizational leadership peer review
Journal.EQ-i studies that point to highly correlated to
transformational leadershipScience if you dont have it, you dont
know what youre getting. Confidence thing review on TTI , not a
single Level of confidence that people have in a measure, if there
is no one using it, there is less confidence. ESCI there are a
dozen and the EQ-i there are hundreds. Joe blow sets up a phone
company, says he has all of the bells and whistles am I going to go
with him, or am I going to go with TELUS? Proven, always improving,
always generating the latest technology. Its a confidence thing
Sample of the EQ-i 2.0 Report102 Institutions/2 Models
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How Do We Use EI?Our TimelineOver 6000 Fanshawe students have
completed the EQ-I to date (approximately 1700 per academic
year)Summer 2007, 1 staff and 1 faculty member were certified in
EQ-I (champions)
Winter 2008 term, conducted small pilot with EQ-i included in
our Strategies for Success course (layered)
Summer 2008, 24 Fanshawe Faculty/Staff certifiedStudent Success
Advisors, Counsellors, Chairs
Fall 2008, expanded pilot with Strategies for Success course
(layered)
Fall 2009, full implementation in all sections of Strategies for
Success (EQ is now focus of the course)
Summer 2010, 42 more Fanshawe Faculty/Staff certified (virtually
all full-time faculty in Lawrence Kinlin School of Business)
6164 to date13
How Do We Use EI?The Lesson Format
14
How Do We Use EI?Guiding Personal Growth15
How Do We Use EI?Sample of Content16
How Do We Use EI?Sample In-Class Activity17
How Do We Use EI?Sample Weekly Reflection18
How Do We Use EI?Full Service19To be emotionally self-aware is a
very important factor when making the transition to college.
Starting college was pretty scary because I was in a new
environment, surrounded by new people, and was overwhelmed by new
feelings. At first, it was really hard to fully understand why I
felt so overwhelmed, after all, it is just school, but I still felt
stressed and alone. Becoming in touch with my emotions was really
important in being able to cope with all these new feelings. I
first had to understand why I felt the way I did before I could
make steps in the right direction. In my mind, I reflected on how
and why I felt the way I did and came to the conclusion that I was
scared. I was scared of not succeeding, not making new friends, not
liking my course, and ultimately, failing. After thinking about all
of these things that scared me, I realized something: I was in
control of all of these things. It was up to me to work hard to
succeed in my program, to talk to new people and make friends,
getting all that I could out of my courses, and therefore, passing!
By making the EQ-i development plan, I could map out where I was,
and where I wanted to be. I knew my strengths, learned about my
weaknesses, and how to improve upon them. It helped to put things
into perspective for me and figure out what traits I needed to work
on to be more successful in my program, and in life, in
general.
~ Alycia MResults/Lessons Learned?
Explain how emotional self-awareness and having a EQi
Development Plan helped you make the transition to college. What
were the benefits?
+20I personally think that continuing to develop my emotional
self-awareness and having an EQi Development Plan has made my
transition to college a much smoother transition. With neither of
my parents having gone to college I had no real experience on how
college life would be. Sure I had friends and cousins and such that
would tell am all these stories about partying, but they would
never talk about school or living on my own. I had always been the
kind of person that would tend to focus on the negatives and cancel
out the positives, so with that kind of mentality moving to a new
school, in a new city, with all new people, was quite scary. Also I
am not the most outgoing kind of guy and Im a tad lazy. Generally I
would just not make the effort to go to meet new people and I would
kind of just hang around without a care. By taking this class I
came to realize that I needed to work on some of these things.
After really paying attention in the classroom (something else I
previously didnt do) I began to sort of open up towards change.
Learning to become a more positive person or to stop being so shy
and just getting out there to meet people and have a good time. It
really helped a lot. The Development Plan was also of great use to
me. It laid out exactly what some of my problems were and I came up
with strategies on how to fix them. After using these strategies to
help myself get better I believe that I have greatly increased the
skills I wanted to improve upon.
~ Brian V, first generation studentExplain how emotional
self-awareness and having a EQi Development Plan helped you make
the transition to college. What were the benefits?
+21Offer EQ-I certification or EQ-I orientation to faculty and
staff so that everyone can speak the language, contribute, and
promote the success of the EQ focusMap the EQ skills in other
courses within the programs so that students can continue to be
aware of EQ and its impact on career successWork with Counselling
Services from the beginning to build support and allay concern
Results/Lessons Learned?
+22Ensure that students understand the value of EQ and the
importance of the environment when taking the online assessment1 to
2% of students will ask for 1-on-1 interpretation
(sigh)Approximately 5% need help with login or lost passwordsYou
need a good system for managing passwordsResults/Lessons
Learned?
+23
+24How Do We Use EI?Moving Toward Increased SuccessIn June 2009
12 staff and faculty across campus were certified in career
services, student services, residence life, academic advisors, and
other 1st year facultyIn September 2009, we did a pilot study with
200 first year BBA students in 8 labs who were selected at random
to complete the assessment Students signed a release to have their
EI data matched to their incoming and 1st year gradesStudents were
invited to attend a presentation explaining emotional intelligence
and those attending were given their reports
Only the students attended
+LAURA
In fact only half of the students attended the info sessions,
about half a dozen asked for coaching is this due to a lack of
emotional intelligence that they dont want to know about their
level of emotional intelligence?25Students with reports were
offered one-on- one coachingWorkshops on each of the 5 main scales
were planned but cancelled due to lack of interestIn the summer of
2010 incoming students were invited to take the online and then
attend a presentation during orientation week to learn about EI and
how to interpret their results
Only 6 asked for coachingOnly 190 took test; 84 attended
presentation; 6 came in for coaching
+ In fact only half of the students attended the info sessions,
about half a dozen asked for coaching is this due to a lack of
emotional intelligence that they dont want to know about their
level of emotional intelligence?26Last year we decided to no longer
make the assessment optional and it was worked into the
curriculumApprox 2000 students were required to take the assessment
early in the termAlso required to hand in a reflection at the end
of the termWe introduced the emotional intelligence material in the
human resources section of the course as a tool for selection,
training, and assessment
+27Similar to Parker, found relationship between EI and GPA for
successful (>80%) and unsuccessful (80% - 75% above average
interpersonal relationship skills and 71% above average social
responsibility related to group work; also saw relationship but to
lesser extent for stress tolerance, problem solving and emotional
self-awareness
28For unsuccessful students:100% below average:Total
EQInterpersonal (20 pts) + social responsibility (17 pts) and
interpersonal relationship skills (16 pts)Reality testing and
flexibility General mood80% below average:Intrapersonal +
self-regard, self-actualization (12 pts)Empathy (15 pts)Stress
management + stress toleranceAdaptability (11 pts) +
problem-solvingOptimism and happiness (15 pts)
+Students with overall grades