When the concept of Emotional Intelligence (EQ) rose to prominence, assessing it had an irresistible appeal. And while many continue to find it valuable, many coaches have found that there are some limitations. The EQ can reveal interesting individual characteristics – but how does motivation relate to these characteristics? And how does a coach take these very personal insights and use them effectively to support and guide teams? When traditional EQ assessments are paired with an assessment that reveals deeper motivations, a more complete profile of the individual is revealed. Motivational assessments also help uncover underlying tensions and conflicts, which often give rise to some of the observations measured using EQ tools. In this one-hour session, MRG’s David Ringwood explores the benefits of pairing an EQ assessment with MRG’s Individual Directions Inventory (IDI). Topics include: - Applying EQ learnings to more effectively influence behavior - Tackling the challenge of transitioning from individual conversations to team interventions - Thinking about EQ and motivation in the context of team dynamics - Expanding the options available to you as a coach or facilitator

1. The Relevance of Emotional Intelligence:
Finding the Motivation Behind EQ
David Ringwood
Vice President of Client Development, EMEA
Management Research Group

2. Type a question here.
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Host
Lucy Sullivan
Head of Marketing, MRG

3. Management Research Group is a global leader in designing assessments
that foster a deep self-awareness and impact people in profound and meaningful
ways with solutions for Leadership and Personal Development, Sales and Service.
MRG assessments give you the tools to support unique leaders as they chart their
personal paths to success and fulfillment.

4. David Ringwood
VP of Client Development for
the EMEA Region
Our Presenter
David works with clients in nearly every
aspect of their work with MRG
assessments including certification,
solution building, consulting support
and assessment application. David is
very passionate about psychometric
assessments, particularly in relation to
areas such as selection and coaching.
The things that are most important to
David are his family and his work, and
in his spare time he enjoys golf,
Formula 1 motorsport, and travel.

5. Different models of Emotional Intelligence
Peter Salovey and John D. Mayer coined the term 'Emotional
Intelligence' in 1990 describing it as
"a form of social intelligence that involves the ability
to monitor one’s own and others’ feelings and
emotions, to discriminate among them, and to use this
information to guide one’s thinking and action".
Dr. Reuven Bar-On had been researching emotional functioning
since the early 1980s.
In the 1990’s Daniel Goleman became aware of Salovey and
Mayer’s work, and this eventually led to his book, Emotional
Intelligence. Goleman was a science writer for the New York
Times, specialising in brain and behaviour research.

6. Our purpose today
• To understand some of the main concepts
associated with emotional intelligence
• To explore how underlying motivational
characteristics might influence relevant aspects of
emotional intelligence
• To discuss how the coaching contracting and
narrative can draw out these relationships

7. A quick poll
Which emotional intelligence tools do you mainly
use (multiple choice)
1. FIRO-B
2. BARON EQ-i
3. Goleman ESCI
4. MSCEIT
5. Other

8. EQ – does it matter?
Freedman on The Business Case for Emotional Intelligence

9. EQ – does it matter?
Dr Travis Bradberry, co-author of Emotional Intelligence 2.0

10. Individual Directions Inventory (IDI) Dimensions
AFFILIATING
Giving
Receiving
Belonging
Expressing
ATTRACTING
Gaining Stature
Entertaining
PERCEIVING
Creating
Interpreting
MASTERING
Excelling
Enduring
Structuring
CHALLENGING
Maneuvering
Winning
Controlling
MAINTAINING
Stability
Independence
Irreproachability

11. EQ by age category
97.24
98.9
100.47
101.1
102.29
94
95
96
97
98
99
100
101
102
103
18-29 30-39 40-49 50-59 60+
The EQ Edge: Emotional Intelligence and your Success (2010: p19)

12. Understanding our deeper drivers
As we think about motivation, bear in mind the
following considerations:
• Motivational factors originate from the formative years and evolve slowly
over time – while we may recognise our own behaviour quite easily, some
people are less in touch with these deeper underlying drivers
• People with extreme scores are very likely to underestimate this extremity
or may have normalized it to the extent that it becomes less evident to
them
• Motivational drivers are complex – they even contain internal dilemmas
• Motivation can conflict with itself – there are emotional consequences
when have drivers which interfere with each other

13. What is bias?
Blind Spot Bias – the tendency to see oneself as less biased than other
people, or to be able to identify more cognitive biases in others than in oneself
Relatively unconscious and relatively automatic features of
prejudiced judgment and social behaviour.
Naïve Realism – The belief that we see reality as it really is, i.e. objectively
and without bias; that rational people will agree with us; and that those who
don't are either uninformed, lazy, irrational, or biased.

14. Possible IDI Bias Effects
Potential Mindset Effects with IDI Dimensions
Winning - Oppositional mindset (me versus you)
Excelling – “Never good enough” mindset
Potential Interpretive Biases with IDI Dimensions
Independence – Support equals Interference/Control
Winning - Everything is a competition
Potential Assumption-based Thinking with IDI Dimensions
Gaining Stature (Low) – people don’t really need recognition
Maneuvering (High) – there’s always a hidden agenda
Giving – People actually want my help
Potential Estimation Errors with IDI Dimensions
Receiving (Low) – underestimation of the support needs of others
Winning (High) – underestimation of other people’s sensitivity to conflict
Potential Attribution Errors with IDI Dimensions
Maneuvering (High) – attributing negative intent to others, projecting

15. MSCEIT – core concepts
The Four Branches of Emotional Intelligence
Perceiving Emotions: The ability to perceive emotions in oneself and others
as well as in objects, art, stories, music, and other stimuli
Facilitating Thought: The ability to generate, use, and feel emotion as
necessary to communicate feelings or employ them in other cognitive processes
Understanding Emotions: The ability to understand emotional
information, to understand how emotions combine and progress through
relationship transitions, and to appreciate such emotional meanings
Managing Emotions: The ability to be open to feelings, and to modulate
them in oneself and others so as to promote personal understanding and
growth
*From “Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT), by J. D. Mayer, P. Salovey, and D. R.
Caruso, 2002, Toronto, Ontario: Multi-Health Systems, Inc.

16. FIRO-B – core concepts

17. EQ – core concepts

18. Emotional Intelligence – common themes
Awareness – of self and others
Using emotions positively
Making conscious behavioural choices
Emotional self-regulation
Balanced sense of perspective

19. Any questions before we continue?

20. EQ – core concepts

21. Self-Regard
Ability to respect and accept one’s strengths and
weaknesses
Enduring – satisfaction from being persistent and tenacious
Interpretive bias – giving up is an admission of defeat
Excelling – satisfaction from striving for ambitious goals
Mindset effect – the “never good enough” mentality
Giving – satisfaction from providing support to others
Assumption bias – other people value my support

22. Dilemmas within IDI drivers
Giving - Gaining satisfaction from relating to others by providing
them with support, affection, and empathy
Thoughts and beliefs:
• It is my responsibility to care for others
• People value and want my support (assumption bias)
Emotional associations and consequences:
• I feel valuable and useful when I am helping others
• I feel selfish when I put my own needs first
Behavioural implications (often subconscious):
• I prioritise the needs of others over my own needs
• I might be seen by others as a resource, or useful to have around
• I might help others at my own expense (time, energy, respect…..)

23. Dilemmas within IDI drivers
The next sequence as a result of the first cycle:
Thoughts and beliefs:
• People only like me because I’m helpful
• I am less important than others
Emotional associations and consequences:
• I resent people using me but I feel compelled to allow it
• I feel rejected when no-one wants my support
• I have mixed feelings about relationships
Behavioural implications:
• I risk sustaining unhealthy or one-sided relationships
• I might fail to use resources and support available to me
• I underestimate the emotional cost to myself until it’s too late

24. EQ – core concepts

25. Independence
Ability to be self-directed and free of emotional
dependency on others
Independence – satisfaction from being self-reliant
Interpretive bias – support from others is interference
Gaining Stature – satisfaction from being positively perceived
Self-belief – ask the key question “who decides?”
Receiving – satisfaction from receiving support from others
Interpretive bias – feeling unsupported more quickly
than others

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Moderating influences
How might IDI drivers create variable within EQ dimensions?

27. Assertiveness
Ability to express one’s feelings, beliefs and
thoughts in a n0n-destructive way
Expressing – satisfaction from being emotionally expressive
Gaining Stature – satisfaction from being positively perceived
Winning – satisfaction from being competitive
Giving – satisfaction from providing support and empathy to
others
Which other IDI drivers might be relevant?

28. Any questions before we continue?

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Multiple influences
How might any single IDI drivers influence many EQ dimensions?

30. EQ – core concepts
Excelling
Emotional self-awareness – understanding one’s feelings and their impact
Self regard – respect and accept one’s strengths and weaknesses
Reality testing – ability to remain objective and to see things as they really are
Stress tolerance – ability to effectively cope with stressful or difficult situations
Happiness (version 2.0) – ability to feel satisfied with oneself, others and life in general

31. A reflection on ourselves
What percentage of stress and anxiety during
your life has been largely self-inflicted?
1. More than 90%
2. 75 - 90%
3. 50 - 75%
4. Less than 50%

32. New Items Measuring Leadership Competency (Part B)
Displays self-awareness and accurately recognizes personal
strengths and limitations (i.e., self-reflective; understands own
motivations and behaviors, sees self accurately)
Tolerance for ambiguity, and deals effectively with complexity
and paradox (i.e., stays confident and focused and is able to take action in
situations that are complex and/or there is missing or contradictory information)
Promotes and enhances employee engagement (i.e., leads in ways
that help build employees’ emotional commitment to their work and the
organization)
Ability to effectively coach others (i.e., partners with others to help
them grow and enhance their professional success)
Some brief behavioural insights

33. Self-Awareness
Displays self-awareness and accurately recognizes personal
strengths and limitations (i.e., self-reflective; understands
own motivations and behaviors, sees self accurately)
Importance/Relevance
Learning and Development
Self-control
Self-reflection and comparison
In EQ terms:
Emotional self-awareness
Impulse control
Reality Testing

34. 17
13
10
7
6
6
5
5
4
4
3
3
3
2
2
2
2
2
2
1
1
0Delegation
Production
Feedback
Conservative
Management Focus
Structuring
Authority
Tactical
Outgoing
Cooperation
Control
Self
Excitement
Dominant
Innovative
Persuasive
Restraint
Technical
Consensual
Communication
Empathy
Strategic
0 5 10 15
Relative Importance Index
(Total variance explained = 33%)
Direction of
Relationship
positive
inverse
Relative Importance for Self-Awareness
23
Self-Awareness

35. Questions | Comments | Recommendations

36. Responses to your Questions
Zareen
Q: If we need to avoid putting others first, as our motivation, it is not just an emotional or mental choice, it is a
moral belief, value or religious choice. Could you say something about that, please?
A: I think that it’s hard to state definitely based on psychometric evidence alone. Putting others first might simply
be a subconscious orientation driven by deep underlying motivational structure, or it might be a more conscious
choice based on life philosophy, religious beliefs, moral compass or just a natural preference. Other scales such as
Irreproachability often provide the forum for such conversations, or even Gaining Stature, where the need to be
positively perceived might present a challenge to attending to our own needs first, especially if it might come at
other people’s expense. The conversation that accompanies the assessment usually qualifies such matters.
Cindy
Q: Which reference is best for reviewing cultural differences in IDI?
A: We are working on new research on this now and expect to have these insights at some stage in Q1 2018.
Q: Are we learning that using the IDI thru an EI lens makes use of an EI instrument duplicative?
A: Not at all – the IDI often provides indicators of some of the causal factors that influence EI scores. Using IDI
and an EI instrument can be a very powerful combination.

37. Responses to your Questions
Zina
Q: How about cultural differences in relation to EQ? Ex. collective vs individualistic?
A: I don’t understand exactly the scope of this question, so perhaps it could be re-phrased. We are working on
new research on cultural differences in IDI now and expect to have these insights at some stage in Q1 2018.
Q: Mindset seems to be a characteristic of stubbornness. Internally driven, and having a fixed mindset even if they
are intrinsically motivated? Agreed?
A: Yes and no. I think a lot depends on the driver itself. This type of rigidity can perhaps be attributed to the
following mindset biases:
Excelling – never good enough mentality
Winning – oppositional, “you versus me” mentality
Stability – the traditionalist mentality
However, I’m not sure if I would characterize Gaining Stature (comparative mentality) in the same way.

38. Responses to your Questions
Judy
Q: How are millennials different?
A: See new article from MRG/IMD.
Q: So are the questions timed to get to instinct? And thanks for asking the question.
A: No, they are positioned to create an equal probability of selecting any item, which is an important
psychometric property. Whether the choices are based on instinct or logic depends on the respondent.

39. Additional Resources
Webinar: Preparing for the Millennial Era:
A Data-Driven Look at What Motivates the Next Generation of Leaders
Tuesday, December 5, 2017 @ 10:00 AM - 11:00 AM (US Eastern Time)
@ 15.00 GMT (Dublin/London)
@ 16.00 CET
To register, visit: www.mrg.com/calendar
For whitepapers, on-demand webinars and more, visit:
www.mrg.com/research

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Thank you for joining us.
Stay in touch.
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