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Understanding and Interpreting Emotional Intelligence View 360

Understanding and Interpreting Emotional Intelligence View 360. Kenneth M. Nowack, Ph.D. (310) 452-5130  (310) 450-0548 Fax www.envisialearning.com ken@envisialearning.com. Emotional Intelligence: The State of the Field. What is Emotional Intelligence?

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Understanding and Interpreting Emotional Intelligence View 360

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  1. Understanding and Interpreting Emotional Intelligence View 360 Kenneth M. Nowack, Ph.D. (310) 452-5130  (310) 450-0548 Fax www.envisialearning.com ken@envisialearning.com

  2. Emotional Intelligence: The State of the Field

  3. What is Emotional Intelligence? At the most basic level, Emotional Intelligence (EI) is the ability to perceive, understand and manage your emotions and behavior as well as others effectively

  4. Current Issues and Controversies with Diverse EI Measures • Ability Measures • Independent of FFM • Weak convergent validity with other cognitive ability measures • Scoring issues • Confounded with a measure of knowledge • Self-Report (Mixed) Measures of EI and ESC • High correlations with FFM • Limitations of self-report • 360 feedback • Tend to ignore context, situation and setting Cherniss, C. (2009). Emotional Intelligence: Towards Clarification of a Concept. Rutgers University

  5. What Does EI and ESC Predict? • A meta-analysis of 69 studies using diverse measures of EI correlated .23 with job performance (k=19, N=4158) and .22 with general mental ability (Van Rooy & Viswesvaran, 2004) • New research by Joseph & Newman (2010) was based on 21 published meta-analytic studies and new meta-analysis of over 171 studies revealed: • Self-report (mixed) measures and ability based measures do not appear to be assessing the same thing • “Mixed” measures show incremental validity over mental ability and personality measures but it is not clear why • When dealing with high emotional labor jobs, all types of EI/ESC measures exhibit meaningful incremental validity over cognitive validity and personality (weaker or negative for low emotional labor positions) • Ability based EI measures favor women and Whites Joseph, D. & Newman, D. (2010). Emotional intelligence: An integrative meta-analysis and cascading model. Journal of Applied Psychology, 95, 54-78

  6. What Does EI and ESC Predict? • The most comprehensive meta-analysis by O’Boyle et al. included 65% more studies and twice the sample size to estimate EI and job performance outcomes: • Trait, personality and mixed measures demonstrated corrected correlations ranging from 0.24 ti 0.30 with job performance • All measures show incremental validity over mental ability and personality measures O’Boyle, E., Humphrey, R., Pollack, Hawver, T. & Story, P. (2010). The relationship between emotional intelligence and job performance: A meta-analysis. Journal of Organizational Behavior, 10.1002/job.714

  7. Goleman Emotional and Social Competence Modelhttp://www.eiconsortium.org Self- Awareness Social Awareness • Emotional Self-Awareness • Accurate Self-Assessment • Self-Confidence • Empathy • Organizational Awareness • Service Orientation Self- Management Social Skills • Developing Others • Leadership • Influence • Communication • Change Catalyst • Conflict Management • Building Bonds • Teamwork & Collaboration • Self-Control • Trustworthiness • Conscientiousness • Adaptability • Achievement Orientation • Initiative

  8. Cascading Model Emotional Intelligence Emotion Perception Conscientiousness Cognitive Ability Emotion Understanding Emotional Stability Emotion Management Job Performance Health

  9. Emotional Intelligence View 360Psychometrics and Research

  10. Envisia Learning EI Competency Model Self Management Relationship Management Communication • Self-Development • Adaptability/Stress Tolerance • Self-Control • Trustworthiness • Strategic Problem Solving • Achievement Orientation/Drive for Results • Building Strategic Relationships • Conflict Management • Leadership/Influence • Interpersonal Sensitivity/Empathy • Team/Interpersonal Support • Collaboration • Listening • Oral Communication • Two-Way Feedback • Oral Presentation • Written Communication • Self-Development • Adaptability/Stress Tolerance • Self-Control • Trustworthiness • Strategic Problem Solving • Achievement Orientation • Empathy • Organizational Awareness • Service Orientation

  11. EIV360 Psychometrics and Norms • Moderately high internal consistency reliability (Cronbach’s alpha) ranging from .74 to .89 across all 17 competencies • High intercorrelations between competency groups (average r = .91 , p < .01) • Factor analysis suggests a 5 factor solution (Eigen values over 1.0) accounting for over 71% of the variance suggesting that for research purposes an overall EI score may be useful

  12. EIV360 Psychometrics and Norms • North American and European data base contains over 5,500 full time working adults • Diverse job levels from executives to independent contributors and professionals • No significant differences by age • Women score significantly higher on Relationship Management (F = 7.3, p < .01) and Communication (F = 21.1, p < .05) competency groups compared to men in the United States and higher on Communication (F = 5.96, p < .01) competencies only for European samples • Those with higher education degrees report significantly higher Communication EI scores compared to lesser educated participants (F=7.58, p < .01) • African Americans self-report significantly higher EI scores on overall EI, Self-Management and Relationship Management competencies compared to Whites (all p’s , >05) but no other ethnic/cultural differences were found

  13. EIV360 Analysis: Significant Differences by Country ANOVA Overall EIV F (9, 6726) = 21.09, p < .01 Note: USA EIV (N=1,801), SelfMgt.,RelMft, Com Means = 5.60, 5.63, 5.50, 5.66

  14. A Comparison of EI in Leaders in Spain and United States Objective: Explored emotional intelligence in Spanish (740) and US (1,271) leaders in diverse industries. Measures: Emotional Intelligence View 360 Results: Leaders in Spain rated themselves significantly higher on overall emotional intelligence compared to those in the United States as did direct reports (p < .05). In Spain, boss ratings of leaders were significantly lower than self or direct report ratings. No significantly differences between self, manager and direct report ratings were observed in the US sample. Conclusion: In general, leaders in Spain are rated significantly higher by direct reports and perceive themselves to be more emotionally intelligent on the three major areas measured in this study (Self-Management, Relationship Management and Communication). Nowack, K. & Pons, B. (2009).

  15. Executive MBA (EMBA) EI Research Objective: To investigate the change in emotional intelligence with and executive MBA program participating in a 2-year leadership development program as part of their academic curriculum. Measures: Emotional Intelligence View 360 (EIV360) and Talent Accelerator (online developmental and planning and reminder system to support professional action plans). Design: Subjects for this study were full time working executives participating in a 2-year EMBA program. A new leadership curriculum was introduced along with a focus on developmental planning on interpersonal and team competencies. The EIV360 was administered at the beginning of the EMBA program and approximately 18 months later for 110 students. Outcomes: Significant changes were observed for the Relationship Management competency area (F = 4.04, p < .05) but not for self-management, or communication competency areas during the two-year program. These results support the focus on enhancing interpersonal competence of EMBA students during their program. Nowack, K. (2010). Unpublished Manuscript. Envisia Learning, Inc.

  16. EI, Organizational Commitment & Performance Objective: Explored emotional intelligence, organizational commitment with job performance among administrators in Universiti Teknologi Mara (UiTM ) Malaysis Measures: Management View 360 Questionnaire as an index of job performance, PeopleIndex for emotional intelligence and Organizational Commitment Questionnaire for organizational commitment. Design: The population in the study was 153 administrative managers working at UiTM who completed a comprehensive survey measuring EI, commitment and performance. Results: Job performance was positively related to emotional intelligence (r = .761, p = 0.001) and organizational commitment (r = .366, p = .001). Job performance is positively related to emotional intelligence dimensions: self-management (r = .742, p = 0.001), relationship-management (r = .746, p = .001) and communication (r = .766, p = .001). Overall emotional intelligence was significantly associated with organizational commitment (r = .354, p = .001). Conclusion: Emotional Intelligence was significantly associated with both self-reported organizational commitment and job performance. Yusof, R. (2006). The Relative Influence of Emotional Intelligence and Organizational Commitment on Job Performance of Administrators in UiTM. Unpublished Dissertation, University of Putra, Malaysia

  17. EI & Academic Performance of Nurses Objective: Explored the relationship between emotional intelligence and performance of third year nursing students in a clinical course. Measures: Emotional Intelligence View 360, Clinical evaluation scores on Nurses Related Learning Experience (RLE; 60% professional and 40% personal), and overall grade point average. Design: The population in the study was 48 third year nursing at the University of Santo Tomas, College of Nursing. Students were asked to complete the Emotional Intelligence View 360 as part of their curriculum during the year. Results: Self-Management, Relationship Management and Communication competences were significantly correlated (all p’s< .01) with RLE scores for both self ratings and other ratings. Self and other emotional intelligence ratings were significantly associated with overall grade point average ranging from .84 to .97 (all p’s < .01). Conclusion: Emotional Intelligence was significantly associated with nursing academic performance on qualitative and quantitative outcomes. Agustin, V. et al. (2006). The Relationship Between the Competencies of Emotional Intelligence and the Performance of Selected Junior Thomasian Nursing Students in their Related Learning Experience Course. A thesis presented to the College of Nursing University of SantoTomas España, Manila

  18. EI, Learner Autonomy & Performance Objective: Explored emotional intelligence, learner autonomy, retention and academic performance in students enrolled in an adult degree completion program. Measures: PeopleIndex and the learner autonomy intentions measured the Learner Autonomy Profile (LAP) Short Form (SF) were used. Student success was measured by cumulative grade point average (GPA) and retention. Design: 141 nontraditional undergraduates enrolled at a small, private, liberal arts college in the northeastern U.S. completed web-based surveys measuring emotional intelligence and learner autonomy. Results: Emotional intelligence and learner autonomy were positively correlated (r = .486; p = .000; < .01). Two of three emotional intelligence constructs to be predictors of retention but not grade point average. Of the PeopleIndex competency groups, communication (p = .051) and relationship management (p = .022) were the highest predictors of retention. Overall scores on PeopleIndex were the single best predictor of overall learner autonomy. Self-management, but not Communication or Relationship Management was significant predictors of learner autonomy in regression analyses. GPA was not significantly correlated with EI in this study. Conclusion: Emotional Intelligence was significantly associated with both retention and learner autonomy. Buvoltz, K., Powell, F. & Solan, A. (2007). Exploring Emotional Intelligence, Learner Autonomy and Student Success in Accelerated Undergraduate Degree Completion Programs. Manuscript submitted for publication. Regent University, Virginia

  19. EI and Transformational Leadership Objective: Explored the relationship between emotional intelligence and transformational leadership. Measures: Emotional Intelligence View 360 and the Multi-Factor Leadership Questionnaire (MLQ-36; Avolio & Bass). Design: Surveys were administered to 57 managers in a multinational company within the electronics industry. Results: Transformational leadership scales of the MLQ-36 were significantly associated with Self-Management (r = .93, p < .01), Relationship Management (r = .70, p < .01) but not Communication competencies (r = .52, p = .16). Transactional leadership was significantly correlated with Self-Management (r =.95) but not significantly with Relationship Management (r = .70) or Communication (r = .36). Laissez-Fair leadership was not significantly correlated with Self- Management (r = -.15), Relationship Management (r = -.42) or Communication (r = .40). Transformational leadership was significantly correlated with Transactional Leadership (r = .91, p < .01) and modestly correlated with Laisse-Faire Leadership (r = .40). Conclusion: Emotional Intelligence was significantly associated with both transformational and transactional aspects of leadership. Pedro, M. L. (2006). Emotional Intelligence and Transformational Leadership. Unpublished Manuscript. Masters Thesis, University of Edora, Portugal

  20. EI and Transformational Leadership Objective: Explored the relationship between emotional intelligence and transformational leadership. . Measures: Emotional Intelligence View 360 and the Multi-Factor Leadership Questionnaire (MLQ-36; Avolio & Bass). Design: The population in the study included 23 female managers from several businesses/industries from Canada (6), Mexico (10), and the UK (7). Results: Regression analyses indicated that overall EI was the single best predictor of transformational leadership (r²=0.45). Self-Management, Relationship Management and Communication were significantly correlated with Transformational leadership (rs = .66, .65, .54, all p’s < .01). Conclusion: Emotional Intelligence was significantly associated more strongly with transformational versus transactional leadership outcomes. Flores, M. (2007). Emotional Intelligence and Transformational Leadership in Female Managers. Unpublished Thesis, University of Arkansas, Little Rock

  21. EI and Transformational Leadership Objective: Explored the relationship between emotional intelligence and transformational leadership. Measures: Emotional Intelligence View 360 and the Transformational Leadership Scale (Podsakoff et al. 1990). A measure of satisfaction with leadership, global satisfaction, and follower’s performance were also included in this study. Design: The population in the study was 120 managers working within a banking organization in Portugal and 299 of their direct reports. Results: Overall EI, Self-Management, Relationship Management and Communications were correlated with transformational leadership behaviors in leaders (r = .74, .68, .76. 64, respectively; all p’s < .01) and with transactional leadership (r = .59, p < .01). A positive correlation between EI, transformational leadership behaviors in leaders and performance and satisfaction in their followers (only the EI communications scale significantly was associated with follower’s performance; r =.18, p < .05). Conclusion: Emotional Intelligence was significantly associated more strongly with transformational versus transactional leadership outcomes. Ana Maria Rocha, Madalena Melo, Nuno Rebelo dos Santos & Adelinda Araújo Candeias (2007). The Relationship between Emotional Intelligence and Transformational and Transactional Leadership. Universidade de Évora, Departament of Psychology, Portugal

  22. EI, Stress and Coping Objective: Explored the relationship between emotional intelligence, stress, coping and well-being. Measures: Emotional Intelligence View 360 (EIV360) and StressScan. Design: Measures were administered to 109 executive MBA students working full time during one of their required leadership courses in 2008. Results: In multiple regressions, overall manager EI ratings (b = .25, t(84) = 2.5, p < .01) incrementally predicted Threat Minimization coping above overall self-ratings accounting for .17 of the variance in this dependent variable (b = .34, t(84) = 3.4, p < .01). No other significant associations were found in regression analyses between emotional intelligence, stress, coping and well-being. Conclusion: Emotional Intelligence was significantly associated with Threat Minimization coping in this EMBA sample of men and women. Students with higher EI tended to be more perceptive of their stressors as indicated by using a type of coping that acknowledges feelings and puts closure to them, rather than ruminating and obsessing about them. Women students reported significantly higher levels of Cognitive Hardiness but no more stress (F (1,107) = 6.12, p < .01), Type A behavior, emotional intelligence or well-being compared to men (all p’s > .05). Lukaj, M. (2010) Emotional intelligence and stress: An exploratory study. BA Honours Business Studies Dissertation, University of the West of England, Bristol

  23. EI, Stress and Hardiness Objective: Explored emotional intelligence, self-reported stress and cognitive hardiness in 109 Executive MBA students in a cross-sectional design. Measures: Emotional Intelligence View 360 and the stress/resilient measure StressScan. Design: 109 Executive MBA students were administered EIV360 and StressScan concurrently as part of their academic program. Regression analysis was used to explore f the extent to which overall EI and specific sub-scales predicts stress, cognitive hardiness and psychological well-being outcomes. Results: No significant predictor variance was found between overall EI scores and stress, hardiness and well-being However adaptability scores of EIV360 were a significant predictor variable for hardiness and well-being scores, whereas self-control was a significant predictor variable of stress scores. Conclusion: Self-management competencies (adaptability/stress and self-control) were significantly associated with stress, cognitive hardiness and psychological well-being providing evidence of convergent validity with these EI scales. Emotional intelligence coping appears to be associated with both resilience and global life satisfaction (psychological well-being). Jessica Marie McGourty (2010). Emotional Intelligence and its relationship in predicting EMBA student’s work/ life stress and hardiness and well-being using self-report measures. Dissertation submitted as partial requirement for Masters of Sciences in Occupational Psychology, University of Worcester, UK

  24. Emotional Intelligence and Leadership Performance Objective: To explore EI competencies and performance in 21 high potential leaders within diverse industries and to identify factors associated with the highest performing individuals. Measures: PeopleIndex was used to assess EI and senior management ratings were used to evaluate performance of the high potential leaders. Design: Participants for this study consisted of 21 middle managers in diverse industries. Interviews will be conducted with a randomly sampled group of study participants to identify success factors associated with high and low performers. Outcome: ANOVA analysis found no significant differences in EI by competency group (Self-management, Relationship management, Communication). Leaders who were categorized as "Exceeding Results" rated themselves significantly higher on the EI competency called Building Strategic Relationships compared to those categorized as "Gets Results" (F 1,20) = 4.77, p < .05). This finding provides construct validity to this mixed EIV360 measure of emotional and social competence and the importance of the competency of Building Strategic Relationships to leadership performance. Teresa Lara (2011). Exploring the correlation between positive and productive work peers with their level of Emotional Intelligence. Pepperdine University Masters Thesis

  25. University of Barcelona Emotional Intelligence Educational Research Project Objective: To compare the impact of a one-year emotional intelligence education program to postgraduate students compared to a control group at the University of Barcelona. Measures: Emotional Intelligence View 360 (EIV360 self-assessment), MSCEIT (Mayer, Salovey, Caruso, & Sitarenios (2003), StressScan, QDE-A (self-report measure of emotional competencies with more about the design at http://stel.ub.edu/grop/files/Competencias_emocionales-P.pdf ) Design: Subjects for this study will be approximately 200 postgraduate students at the University of Barcelona and Universitat de Lleida. Graduate students were divided randomly into a control and experimental group who participated in a one-year EI educational education. Pre and Post measures were collected on all assessments. Outcome: No significant correlations were found between the mixed measure EIV360 and ability measure subscores of the MSCEIT for 110 subjects. MSCEIT Overall, Emotional Experiencing and Emotional Reasoning subscores and overall EIV360 correlations were .12, .07, .12, respectively, all p’s > .05). The competencies of Trust and Empathy were significantly correlated with the Managing Emotions, Using Emotions branches of the MSCEIT as well as the total score (average r’s = .25, p < .01). This finding provides construct validity to this mixed EIV360 measure of emotional and social competence. Additional analyses are pending with the other measures Rafael Bisquerra Alzina, Nuria Perez Escoda, Laura Mari. Departmento MIDE Facultad de Pedagogia. Universidad de Barcelona (2012)

  26. Team and Individual Emotional Intelligence in Natural Resource Committee Members in Australia Objective: To investigate the type of team characteristics and behaviours associated with different Emotional Intelligence profiles. Measures: Emotional Intelligence View 360 and the Group Emotional Intelligence Questionnaire (Wolff and Druskat). Team performance will be determined using ranking to determine committee performance as this is consistent with the Australian Government process Design: Subjects for this study included 58 participants working within seven separate committees. Results: The results of this study showed that there was no statistical relationship between committee emotional competence and the emotional competence of individual committee members. The study also showed that there was no statistical relationship between the emotional competence of the committee and the emotional competence of the respective Chair. This study showed that there was a strong statistical relationship between committee effectiveness and committee emotional competence, with 93.1% of the variation in committee operating effectiveness explained by group emotional competence. Schalk, T. (2012). The role of emotional competence on the effectiveness of natural resource management committees. Doctoral Dissertation. University of Canberra, Australia. Doctoral Dissertation.

  27. Emotional Intelligence in Achieving Success in Women in Engineering and Technology Objective: To examine the use of emotional intelligence (EI) and perceptions of success and burnout among women in technology to better understand what EI competencies are needed to be successful. Measures: PeopleIndex and Maslach Burnout Inventory (MBI) Design: A mixed method approach was used, which consisted of three surveys and an interview. 23 female participants who earned a technical degree or who had a minimum of 5 years’ experience in a technical field participated in the study Outcome: the study found that success was defined as others’ favorable perceptions of them, their own feelings of happiness, and making a difference. Nearly all participants (19 of 23) reported that the top factor that influenced their success in engineering and technology was EI with their competency ranging from neutral to high in self-management, relationship management and communication. Twenty-one of the participants identified influence as the most important skill to develop as a woman progresses in her career, with strategic relationships second Significant correlations were observed with the MBI emotional exhaustion scale and overall EI, and each of the three main competency groups (r’s = -.476, -.407, -.482 and -.461, all p’s < .05) as well as specific competencies (Stress/Adaptability r = -.53, building strategic relationships, sensitivity/empathy, collaboration and listening. Significant associations were also observed between the MBI scale of Professional Efficiency and both overall EI and six competency scores. No significant relationship was found between the MBI cynicism scale and any EI competencies. These finding provide criterion related validity to this mixed EIV360 measure of emotional and social competence and job burnout. Kim Elisha Proctor (2011). The role of emotional intelligence in achieving success for women in engineering and technology. The George L. Graziadio School of Business and Management at Pepperdine University for a Master of Science in Organization Development

  28. Low EI Ability but High Self-Rating 33% + Envisia EIV360 - - + MSCEIT Emotionally Unskilled & Unaware • Correlations with the MSCEIT Overall, Emotional Experiencing & Emotional Reasoning subscores and EIV360 were .12, .07, .12, respectively, all p’s > .05) for 110 participants • The competencies of Trust and Empathy in the EIV360 were significantly correlated with the Managing Emotions & Using Emotions branches of the MSCEIT as well as the total score (average r’s = .25, p < .01). • 33% of all study participants were unskilled (low MSCEIT) and unaware (high EIV360) and this represented almost half (46%) of all who had high self-assessment of their EI Rafael Bisquerra Alzina, Nuria Perez Escoda, Laura Mari. Departmento MIDE Facultad de Pedagogia. Universidad de Barcelona (2011)

  29. Administration of the Emotional Intelligence View 360 Assessment

  30. EIV360 360° Feedback Process 1. Adding Participants Voluntary Sign-Up

  31. EIV360 360° Feedback Process 1. Adding Participants 2. E-Mail Briefing

  32. Participant Invitation

  33. EIV360 360° Feedback Process 1. Adding Participants 2. E-Mail Briefing 3. Rater Nomination

  34. EIV360 360° Feedback Process 1. Adding Participants 2. E-Mail Briefing 3. Rater Nomination 4. Manager Approval

  35. EIV360 360° Feedback Process 1. Adding Participants 2. E-Mail Briefing 3. Rater Nomination 4. Manager Approval 5. Questionnaire Invites Sent

  36. EIV360 Assessment Email Sent

  37. EIV360 360° Feedback Process 1. Adding Participants 2. E-Mail Briefing 3. Rater Nomination 6. Questionnaires Completed 4. Manager Approval 5. Questionnaire Invites Sent

  38. EIV360 360° Feedback Process 1. Adding Participants 2. E-Mail Briefing 7. Automated Reminders 3. Rater Nomination 6. Questionnaires Completed 4. Manager Approval 5. Questionnaire Invites Sent

  39. Automated Reminders

  40. EIV360 360° Feedback Process 1. Adding Participants 8. Reports Available 2. E-Mail Briefing 7. Automated Reminders 3. Rater Nomination 6. Questionnaires Completed 4. Manager Approval 5. Questionnaire Invites Sent

  41. Interpreting the Emotional Intelligence View 360 Feedback Report

  42. Emotional Reactions to Feedback: GRASP Model Grin or Grimace Recognize or Reject Act or Accept Strategize & Partner Emotional Reaction Cognitive Reaction Commitment Reaction Behavioral Reaction

  43. Emotional Intelligence View 360 Feedback Report Expectations • Much of the feedback will be validating • Some feedback might be surprising • Participants will have some type of emotional reaction to it • Not all rater groups necessarily experience the participant in the same way • The participant will have a lot of information to review and reflect on

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