EIQ16 Emotional Intelligence Questionnaire


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Presentation about the Emotional Intelligence Questionnaire published by MySkillsProfile.

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  • This is a self-playing presentation about the Leadership Potential Indicator which is provided by MySkillsProfile and the Executive Leadership Insititute.
  • In the next fifteen minutes, we will look at the purpose of the test, some different applications for it, how the test was developed and the model of emotional skills and abilities that lies behind the test. We will define what the scales measure, how an individual’s responses are transferred into standardized scores and the design and contents of the computer generated feedback report. In the final part of the presentation, we will cover the technical properties of the instrument.
  • The EIQ16 assessment test has two purposes. First, at the individual level, the purpose of the instrument is to assess a person's emotional skills, style and abilities, and give them suggestions about how to improve their performance and reach their potential. Second, at the corporate or organizational level, the purpose of the instrument is to benchmark the emotional skills and competencies of a group of executives, to, for example, help understand where their strengths and weaknesses lie, and to help design learning and development programs.
  • The test is suitable for different applications in recruitment, selection and development. Here are some examples. In selection, the test provides a framework of competencies to compare candidates against, and use as the foundation for competency-based interviews. In assessment centers, the EIQ profile provides information about a candidate’s emotional abilities and style, to put alongside information from in-tray and group exercises. In executive education programs, the instrument will help students to understand and reflect on their strengths and development needs. In coaching, the interpretive report provides a structure for the coach and client, to jointly explore the client’s social and emotional style and skills. And in team building, sharing profiles will help the team to understand the range of emotional skills and competencies that the team possesses, and it will help reveal gaps in the team’s capabilities. Finally, the data from a group of completed profiles will provide metrics about a group’s emotional abilities and style.
  • The EIQ was developed in the following way. The work program started with a review of the literature on emotional intelligence. Different measures and models of emotional intelligence were examined, and the Mayer-Salovey-Caruso 4 branch framework of emotional ability was selected as a conceptual model for the development of the test. The Mayer-Salovey-Caruso 4 branch model is described in the next slide. A trial questionnaire was developed with 16 emotional ability scales, and an impression management measure. The trial questionnaire was made available as a free test on the internet. There followed an iterative process of analysis and revision, until the questionnaire demonstrated acceptable internal consistency reliability. Norms for the questionnaire were then developed, and data on construct and criterion validity was collected and analyzed.
  • The EIQ16 questionnaire was designed around the concept model of emotional intelligence first developed by John Mayer, Peter Salovey, and David Caruso. This model of emotional intelligence has four key branches which in the EIQ16 are named as follows. First, Reading people, which according to Mayer at al, covers the ability to recognize emotions in oneself and others as well as in objects, art, stories, music and other phenomena. Second, Using emotions. This is the ability to generate, use and feel emotion to communicate feelings and employ them in thinking and decision making. Third, Understanding emotions. This means being able to appreciate emotional information and to realize how emotions combine and progress through relationship transitions. Fourth, Managing emotions. This describes the ability to be open to feelings and to control them in oneself and others in order to advance personal understanding and growth. It is important to note that the EIQ16 is a behavioural style instrument whereas the Mayer-Salovey-Caruso Emotional Intelligence Test is an ability-based test.
  • This table defines what 8 of the 16 EIQ scales measure. These scales cover the Reading People and Using Emotions branches of emotional intelligence. You will find more detailed descriptions of the scales, and how to interpret scale scores, in the user manual.
  • This table is in the same format as the previous one. It shows what the remaining eight scales measure. These cover the key factors: Understanding Emotions, and Managing Emotions. These two tables show that the EIQ provides good coverage of the emotional intelligence domain. Consult chapter 3 of the user manual, to deepen your understanding of the scales.
  • This is an example of the more detailed scale descriptions that you will find in the user manual. This table shows how to interpret high, moderate, and low scores on the scale that measures, how far a person is in touch with their feelings and emotions. It gives short descriptions of what different scores mean and examples of the scale items. For example, high scorers can be described as people who are, in touch with their feelings and emotions, and notice when their mood changes. People with average scores tend to be moderately aware of their feelings and emotions. They can also be described as, people who are aware of how they are feeling some of the time. By contrast, low scorers pay little attention to their feelings and emotions.
  • The EIQ uses the Standard Ten (sten) scoring approach. To help users and test takers understand what different sten scores mean, the EIQ interpretive model breaks the sten range into five categories. The meaning of each of the categories is defined, using the Red Amber Green traffic light assessment ratings, descriptions of emotional competency level, and development implications. This slide illustrates the approach. For example, a sten score of 8 in the Green area, indicates that the person appears to possess Level 5 emotional competencies, which they should make the most of and exploit. A sten score of 5 appearing in the amber area, tends to suggest that the person has Level 3 emotional competencies, which they should endeavor to work on. A sten score of 3 appearing in the red area, suggests that is very likely that the person has Level 1 emotional competencies, which they should improve.
  • The EIQ feedback report is written in the second person, self help style, and is a mixture of text and graphics. The computer-generated feedback report has six sections. Section 1 gives a brief introduction to the questionnaire explaining what the instrument measures and how the scoring system works. Section 2 provides concise descriptions of what each of the sixteen EIQ16 scales measure. Section 3 provides an executive summary of the results of the assessment covering the test taker’s overall emotional competence, their scores on the four branches of emotional intelligence and impression management. Section 4 provides scorecards for each of the four branches of emotional intelligence and summarizes the potential implications for work performance using the SHL Universal Competency Framework. Section 5 gives guidance on development with practical tips and suggestions for performance improvement . Finally, there is a summary profile chart covering all the test taker’s scores.
  • The feedback report has four scorecards summarizing the test taker’s scores on the 4 factors of emotional intelligence. This slide shows what the Reading People scorecard comprises. There is a graphic profile chart showing the respondent’s sten score on Reading People and their scores on the scales that make up this branch of emotional intelligence. There are short narrative descriptions of the test taker’s skill level and emotional competencies. This is followed by statements which indicate how the respondent’s emotional intelligence is likely to impact on their management competencies. Each scorecard covers two of SHL’s “Great Eight” competencies. For example, the respondent in this example scorecard comes out as having Level 3 competence in the Reading People factor of EI. This is likely to have a positive impact on their ability to carry the Interacting and Presenting, and Supporting and Cooperating, work roles effectively.
  • The final section of the feedback report gives generic advice on how a person can improve their emotional intelligence. The report then provides some practical tips and recommendations on things to do to improve emotional competencies. These cover the four branches of emotional intelligence. This slide shows the suggestions and recommendations that are presented for the Reading People factor.
  • The EIQ was designed to meet the standards of a modern psychometric test. The questionnaire has a median scale internal consistency reliability of 0.73--in the range defined as adequate by the EFPA Review Model. The median correlation between the EI branch scales and self-assessed job performance was 0.25. The median correlation between the primary scales and marker variables from the International Personality Item Pool was 0.62. The instrument is supplied with one set of international norms based on a very large sample of 6,000 respondents. The majority of respondents came from the USA, Canada, the UK, and Australia. Although there were statistically significant differences in the sample related to gender, age, ethnic origin and nationality, the observed differences are very small. This indicates that there is no need for separate norms related to gender, age, ethnic origin or nationality. The EIQ16 has been reviewed by the British Psychological Society Psychological Testing Centre. The review evaluated the test as a cost-effective measure of emotional intelligence with reasonable reliability statistics, extensive information on norms, and good report output and good, easy-to-use online administration. The review also stated that while there was acceptable evidence for criterion validity, more information was needed on the construct validity of the assessment.
  • If you are interested in using the EIQ, but want to know more about it, reading the user manual and having a look at a sample report are a good place to start. You can also download these documents using the links below, and you can also get them from our website.Thank you for your interest in the EIQ.
  • EIQ16 Emotional Intelligence Questionnaire

    1. 1. EMOTIONALINTELLIGENCEQUESTIONNAIRETalent Assessment and Development Turn on your sound
    2. 2. 17/01/2013 MySkillsProfile © 2012 2Contents• Purpose• Applications• Development approach• Concept model• What the scales measure• Scoring approach• Feedback report• Technical properties
    3. 3. 17/01/2013 MySkillsProfile © 2012 3Purpose• Individual. Assess emotional skills and competencies and provide recommendations for performance improvement.• Corporate. Benchmark group competencies and provide recommendations for organizational development.
    4. 4. 17/01/2013 MySkillsProfile © 2012 4Applications• Selection interviews• Assessment centers• Executive education• Coaching• Team building• Training needs analysis/metrics
    5. 5. 17/01/2013 MySkillsProfile © 2012 5Development Approach• Review of literature on emotional intelligence• Analysis of existing measures and models• Selection of emotional ability concept model• Development of scales and items• Online trial of draft questionnaire• Analysis of reliability and validity• Revision of items and scales• Generation of norms
    6. 6. 17/01/2013 MySkillsProfile © 2012 6Concept Model Reading Using People Emotions Understanding Managing Emotions Emotions
    7. 7. 17/01/2013 MySkillsProfile © 2012 7EIQ ScalesEMOTIONAL SKILLS AND COMPETENCIES1 Reading People Competency Meaning The degree to which you are in touch with your feelings and emotions and notice when your mood1.1 Self-Analysis changes.1.2 Analysis of Others The extent to which you pay attention to and identify other people’s feelings and emotions.1.3 Self-Expression How far you are able to describe and communicate your feelings and emotions. How far you pick up on emotional cues and can tell when something is wrong or when someone is1.4 Discrimination trying to deceive you.2 Using Emotions Competency Meaning2.1 Thinking The degree to which you follow your hunches and feelings and let your feelings guide your thinking.2.2 Judgment The extent to which you allow your instincts and intuition to influence your judgments and decisions. The extent to which you are able to capitalize on mood changes in a positive way to explore and2.3 Sensitivity analyze things. The extent to which you use your own and other people’s feelings and emotions to help solve2.4 Problem Solving problems.
    8. 8. 17/01/2013 MySkillsProfile © 2012 8EIQ ScalesEMOTIONAL SKILLS AND COMPETENCIES3 Understanding Emotions Competency Meaning Your ability to recognize a range of common emotions--for example, happiness, anger, fear,3.1 Symptoms surprise, interest etc.3.2 Causes How far you understand the factors that lead people to experience different feelings and emotions.3.3 Complexity The extent to which you understand complex feelings, emotional blends and contradictory states.3.4 Transitions The degree to which you are aware of and can anticipate how emotions progress and change.4 Managing Emotions Competency Meaning The extent to which you stay open to pleasant and unpleasant feelings to help manage situations4.1 Openness and events. How far you are able to reflectively engage or ignore your feelings and emotions to help guide your4.2 Monitoring actions. Your ability to stay in control of your feelings and emotions when you are under pressure and4.3 Self-Control stress. The degree to which you are able to manage other people’s feelings and emotions in a sympathetic4.4 Managing Others manner.
    9. 9. 17/01/2013 MySkillsProfile © 2012 9Scale DescriptionSCALE 1.1. SELF-ANALYSISHigh ScorersDescriptionAre in touch with their feelings and emotions and notice when their mood changes.Typical positive itemI notice when my mood changes.Moderate ScorersDescriptionAre moderately aware of their feelings and emotions.OrAre aware of how they are feeling some of the time.Low ScorersDescriptionPay little attention to their feelings and emotions.Typical negative itemI rarely stop to analyze how Im feeling.
    10. 10. 17/01/2013 MySkillsProfile © 2012 10 Scoring Approach Sten Score RAG Rating Skill Level Development 8-10 Green 5 Very high Capitalize 7 Amber Green 4 High Round off 5-6 Amber 3 Average Work on 4 Amber Red 2 Low Develop 1-3 Red 1 Very low Improve
    11. 11. 17/01/2013 MySkillsProfile © 2012 11Feedback Report1. Introduction2. What the scales measure3. Executive summary4. Emotional competence scorecards and descriptions5. Development advice6. Profile chart
    12. 12. 17/01/2013 MySkillsProfile © 2012 12Reading People ScorecardSCALE 1 2 3 4 5 6 7 8 9 10SELF-ANALYSIS < - >ANALYSIS OF OTHERS < - >SELF-EXPRESSION < - >DISCRIMINATION < - >READING PEOPLE < - >Emotional CompetenciesSKILL LEVEL Level 3: Competent. You can read peoples feelings and emotions as well as the average person.SELF-ANALYSIS You are as aware of your own feelings and emotions as the average person.ANALYSIS OF OTHERS You can usually read nonverbal behaviour and sense what other people are feeling.SELF-EXPRESSION You are able to describe and express your feelings and emotions.DISCRIMINATION Your ability to distinguish between real and fake emotions is as well developed as the average persons.Management CompetenciesINTERACTING AND PRESENTING Your level of competence in reading people should help you communicate and network effectively; persuade and influence people; and, relate in a confident and relaxed manner.SUPPORTING AND Your level of competence in reading people should help you work with individuals and teams, supportingCOOPERATING people and showing respect and positive regard.
    13. 13. 17/01/2013 MySkillsProfile © 2012 13Development TipsReading peopleSelf-analysis a Keep a mood diary recording your feelings and emotions at different points in the day b Try to spot when your mood changes and anticipate how the change may affect your behaviour c Assess how your own mood changes may have influenced your performance and relationships over the past monthAnalysis of others a Look around your work and home environment and take in what is going on b Observe people in and outside work, listen to their conversations, and diagnose their feelings and emotions c At critical points in a project, ask bosses, colleagues and direct reports how they feel about thingsSelf-Expression a Express feelings and emotions to help build trust and develop warm and genuine relationships b Use individual and team successes to express positive emotions and say thank you c Share anxieties and concerns with other people at work and at home rather than keeping things to yourselfDiscrimination a Look for at least four signals suggesting the same thing before totally believing it (Rule of Four) b In high-stakes situations, analyse peoples motives and why they are taking certain positions c If you have a bad feeling about someone, or something seems too good to be true, look for information to corroborate or refute it
    14. 14. 17/01/2013 MySkillsProfile © 2012 14Technical Properties• Median scale reliability is 0.73• Median correlation between EIQ branch scales and self-assessed job performance ratings is 0.25• Median correlation of 0.62 between EIQ scales and markers from the International Personality Item Pool• Norms based on international incidental sample of 6,000 respondents with equal numbers of men and women• 50% of respondents came from the United States, 17% from the United Kingdom, 16% from Canada• Mean age of norms’ sample is 38 years
    15. 15. 17/01/2013 MySkillsProfile © 2012 15Further Information• Download the User Manual--click here• Have a look at an example feedback report--click here• Purchase an individual assessment--click here• Open an account to test a group--click here• More questions--email us