Understanding%20and%20Interpreting%20Emotional%20Intelligence%20View%20360

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Understanding and Interpreting Emotional
Intelligence View 360
Kenneth M. Nowack, Ph.D. [phone] ? (310)
450-0548 Fax www.envisialearning.com ken_at_envisiale
arning.com
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• Emotional Intelligence The State of the Field

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• 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

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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

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What Does EI and ESC Predict?

• A meta-analysis of 69 studies using diverse
  measures of EI correlated .23 with job
  performance (k19, N4158) 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

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What Does EI and ESC Predict?

• The most comprehensive meta-analysis by OBoyle
  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
• OBoyle, 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

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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

Social Skills
Self- Management

• Developing Others
• Leadership
• Influence
• Communication
• Change Catalyst
• Conflict Management
• Building Bonds
• Teamwork Collaboration

• Self-Control
• Trustworthiness
• Conscientiousness
• Adaptability
• Achievement Orientation
• Initiative

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Cascading Model Emotional Intelligence
Emotion Perception
Conscientiousness
Cognitive Ability
Emotion Understanding
Emotional Stability
Emotion Management
Job Performance
Health
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Emotional Intelligence View 360Psychometrics and
Research

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Envisia Learning EI Competency Model
Relationship Management
Self Management
Communication

• Self-Development
• Adaptability/Stress Tolerance
• Self-Control
• Trustworthiness
• Strategic Problem Solving
• Achievement Orientation/Drive for Results

• Listening
• Oral Communication
• Two-Way Feedback
• Oral Presentation
• Written Communication

• Building Strategic Relationships
• Conflict Management
• Leadership/Influence
• Interpersonal Sensitivity/Empathy
• Team/Interpersonal Support
• Collaboration

• Self-Development
• Adaptability/Stress Tolerance
• Self-Control
• Trustworthiness
• Strategic Problem Solving
• Achievement Orientation

• Empathy
• Organizational Awareness
• Service Orientation

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EIV360 Psychometrics and Norms

• Moderately high internal consistency reliability
  (Cronbachs alpha) ranging from .74 to .89 across
  all 17 competencies
• High intercorrelations between competency groups
  (average r .91 , p lt .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

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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 lt .01) and Communication
  (F 21.1, p lt .05) competency groups compared to
  men in the United States and higher on
  Communication (F 5.96, p lt .01) competencies
  only for European samples
• Those with higher education degrees report
  significantly higher Communication EI scores
  compared to lesser educated participants (F7.58,
  p lt .01)
• African Americans self-report significantly
  higher EI scores on overall EI, Self-Management
  and Relationship Management competencies compared
  to Whites (all ps , gt05) but no other
  ethnic/cultural differences were found

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EIV360 Analysis Significant Differences by
Country
ANOVA Overall EIV F (9, 6726) 21.09, p lt
.01 Note USA EIV (N1,801), SelfMgt.,RelMft, Com
Means 5.60, 5.63, 5.50, 5.66
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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 lt .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).

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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 lt .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.

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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

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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 pslt .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 ps lt
  .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

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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 lt .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

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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 lt .01), Relationship
  Management (r .70, p lt .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 lt .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

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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 (r²0.45).
  Self-Management, Relationship Management and
  Communication were significantly correlated with
  Transformational leadership (rs .66, .65, .54,
  all ps lt .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

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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 followers
  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 ps lt .01) and with
  transactional leadership (r .59, p lt .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 followers performance r .18, p lt .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

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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 lt
  .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 lt .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
  lt .01), Type A behavior, emotional intelligence
  or well-being compared to men (all ps gt .05).
• Lukaj, M. (2010) Emotional intelligence and
  stress An exploratory study. BA Honours
  Business Studies Dissertation, University of the
  West of England, Bristol

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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 students 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

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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 lt .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

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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/g
  rop/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 ps gt .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 rs
  .25, p lt .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)

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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.

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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 (rs
  -.476, -.407, -.482 and -.461, all ps lt .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

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Emotionally Unskilled Unaware

• Correlations with the MSCEIT Overall, Emotional
  Experiencing Emotional Reasoning subscores and
  EIV360 were .12, .07, .12, respectively, all ps
  gt .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
  rs .25, p lt .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)

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• Administration of the
• Emotional Intelligence View 360
• Assessment

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EIV360 360 Feedback Process
Voluntary Sign-Up
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EIV360 360 Feedback Process
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Participant Invitation
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EIV360 360 Feedback Process
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EIV360 360 Feedback Process
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EIV360 360 Feedback Process
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EIV360 Assessment Email Sent
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EIV360 360 Feedback Process
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EIV360 360 Feedback Process
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Automated Reminders
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EIV360 360 Feedback Process
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• Interpreting the
• Emotional Intelligence View 360
• Feedback Report

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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
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Feedback Report Expectations
Emotional Intelligence View 360

• 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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17 EI Competencies/ 74 Behaviors
Emotional Intelligence View 360
Relationship Management
Self Management
Communication

• Self-Development
• Adaptability/Stress Tolerance
• Self-Control
• Trustworthiness
• Strategic Problem Solving
• Achievement Orientation/Drive for Results

• Listening
• Oral Communication
• Two-Way Feedback
• Oral Presentation
• Written Communication

• Building Strategic Relationships
• Conflict Management
• Leadership/Influence
• Interpersonal Sensitivity/Empathy
• Team/Interpersonal Support
• Collaboration

• Self-Development
• Adaptability/Stress Tolerance
• Self-Control
• Trustworthiness
• Strategic Problem Solving
• Achievement Orientation

• Empathy
• Organizational Awareness
• Service Orientation

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Confidentiality of the 360 Feedback Process

• KEY POINTS
• All raters are anonymous except for the manager
• Online administration uses passwords to protect
  confidentiality (Internet administration)
• No line or bar graphs are shown unless at least
  two raters respond in a rater category (anonymity
  protection)
• The summary feedback report is shared only with
  the respondent and is intended for development
  purposes only
• The respondent decides how much of the summary
  feedback report he/she wants to share with others

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Self-Other Perceptions What Are Others Really
Rating?
Performance
BOSS
Derailment Factors (EI)
REPORTS
Leadership Potential
PEERS
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EIV360 Feedback Report Components

• Introduction
• Self-Awareness View Johari Window
• Self-Other Rater Comparisons
• Most and Least Frequently Observed Behaviors
• Overall Competency/Behaviours Summary
• Written Comments
• Developmental Action Plan

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Emotional Intelligence View 360 Invited Raters
Page
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Emotional Intelligence View 360 Awareness View
Section

• KEY POINTS
• Emotional Intelligence View 360 provides a
  snapshot of self/social awareness in a series of
  graphs highlighting four areas
• Potential Strengths (Low Self Ratings High
  Other Ratings)
• Confirmed Strengths (High Self Ratings High
  Other Ratings)
• Potential Development Areas (High Self Ratings
  Low Other Ratings)
• Confirmed Development Areas (Low Self Ratings
  Low Other Ratings)

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Emotional Intelligence View 360 Awareness View
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Accurate Self-Other Ratings
High EI
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Positive Illusions and Self-Delusions

• In general, self-ratings are inflated relative to
  others
• Overestimators tend to be
• Executive level
• Male
• Older
• Less educated
• Those with greater tenure
• Those who supervise more employees

• Ostroff, Atwater Feinberg (2004). Understanding
  self-other agreement A look at rater and ratee
  characteristics, context and outcomes. Personnel
  Psychology, 57, 333-375

60
The Strengths Question Is it Always a Good
Strategy to Leverage Client Strengths?
61
The Strengths Conundrum

• Strengths Should be Leveraged and Differentiate
  Low vs. High Performers (e.g., leaders cant have
  too much conscientiousness or integrity)
• Zenger Folkman, 2013 Buckinham, 2011

• Overdone Strengths Become Potential Liabilities
  (e.g., excessively high in decisiveness creates
  impulsive decision making)
• Kaplan Kaiser, 2013

62
The Strengths Conundrum

• A curvilinear relationship exists between
  personality (e.g., Emotional Stability) and job
  performance)
• Le, H., et al., (2011). Too much of a good
  thing Curvilinear relationships between
  personality traits and job performance. Journal
  of Applied Psychology, 96, 113-133.
• A study of 340 outbound-call-center
  representatives supported the predicted
  inverted-U-shaped relationship between
  extraversion and sales revenue
• Grant., A. (2013). Rethinking the Extraverted
  Sales Ideal The Ambivert Advantage.
  Psychological Science, 24, 10241030.

• A history of some lifetime adversity predicts
  better outcomes than high or no adversity
• Seery, M. (2011). Resilience A silver lining to
  experiencing adverse life events? Current
  Directions in Psychological Science, 20, 390-394.
• Ethical leadership demonstrated a linear
  relationship with deviant behavior of employees
  but a curvilinear relationship with
  organizational citizenship behaviors (OCB) in 3
  studies
• Stouten, J. et al., (2013). Can a leader be seen
  as too ethical? The curvilinear effects of
  ethical leadership. The Leadership Quarterly,
  24, 680-695.

63
Coaching to Confirmed Strengths Reflect and
Manage
64
Accurate Self-Other Ratings
High EI
65
Coaching to Confirmed Development Areas Evaluate
Importance and Desire
66
Overestimators (High Self /Low Other Ratings)

• High Achievement
• High Self Esteem
• High Social Desirability
• Low Anxiety
• Goffin, et al, 2009

67
Coaching to Potential Development Areas Monitor
and Refine
68
Implications of Overestimation on Health Outcomes
69
Personality Correlates of Overestimators

• Self-manager differences in performance ratings
  were studied in relation to the ratees
  personality scores for 204 managers
• Inflated self-ratings (relative to those of
  his/her manager) were significantly associated
  with higher achievement, high social confidence,
  high social desirability and low anxiety
• Goffin Anderson (2002). Differences in
  self-and superior rating of performance
  Personality provides clues. Paper published at
  the 17th Annual Conference of the Society of
  Industrial and Organizational Psychology.
  Toronto, Canada

70
Overestimators (High Self /Low Other Ratings)

• High Achievement
• High Self Esteem
• High Social Desirability
• Low Anxiety
• Goffin, et al., 2009

71
Repressive Coping and Health

• Overall, the evidence suggests a significant
  association between repressive coping and
  immunosuppression, cardiovascular risk, breast
  cancer and inflammation
• Schwartz, G. (1990). The psychobiology of
  repression and health. In J. Singer (Ed.),
  Repression and dissociation (pp. 405-434).
  Chicago University of Chicago Press.

72
Personality Based Risk Factors for CHD

• Type D Personality
• Martens, et al., (2013). Type D personality is
  associated with the development of stress
  cardiomyopathy following emotional triggers.
  Annals of Behavioral Medicine, 45, 299-307.

Repressive Coping Mund et el., (.2012). The cost
of repression A meta-analysis on the relation
between repressive coping and somatic diseases.
Health Psychology, 31, 640-649
Anger/Hostility Chida Y. et al., (2009). The
association of anger and hostility with future
Coronary Heart Disease. Journal of American
College of Cardiology, 53, 936-946.
Positive Psychological Well-Being (PSWB) Boehm,
J. et al., (2012). The heart's content The
association between positive psychological
well-being and cardiovascular health,
Psychological Bulletin, 138, 655-691.
73
Implications of Underestimation for Coaching
74
Underestimators (Low Self /High Other Ratings)

• Two Personality Profiles of Underestimators in
  Our Practice
• Perfectionists (Obsessive-Compulsive/Neurotic)
• Stealth Narcissists (Faux Humility)

WHO ICD-10 includes "Narcissistic Personality"
disorder under Appendix 1 "Provisional Criteria
for Selected Disorders" (further research is
indicated before they could be regarded as having
sufficient international acceptance to merit
inclusion in Chapter V(F) of ICD-10)
75
Underestimators (Low Self /High Other Ratings)

• Perfectionists (75)
• Stealth Narcissists (25)

76
Underestimators (Low Self /High Other Ratings)

• Perfectionists (75)
• Preoccupied with negative feedback
• Recall their development opportunities and
  dismiss their strengths
• Hesitant to focus on their strengths

77
Positive Illusions and Self-Delusions

• In general, self-ratings are lower relative to
  others
• Underestimators tend to be
• Female
• Talent in high power cultures
• Talent in highly collectivist cultures

Nowack, K. Mashihi, S. (2012). Evidence Based
Answers to Ten Questions about Leveraging
360-Degree Feedback. Consulting Psychology
Journal Practice and Research, 64, 157182
78
Coaching to Potential Strengths Deploy and
Evaluate
79
Emotional Intelligence View 360 Graphs
Self-Other Perceptions

• KEY POINTS
• Emotional Intelligence View 360 uses average
  scores based on the 1 to 7 frequency scale
• The bar graphs summarize self and other
  perceptions on each of the 17 separate EIV360
  competencies
• The legend to the right of the graph will
  summarize average score and number of raters for
  each category
• Range of scores for each rater group are graphed

80
Emotional Intelligence View 360 Self-Other
Perceptions
81
Emotional Intelligence View 360 Most
Frequent/Least Frequent Section

• KEY POINTS
• The Most Frequent section and Least Frequent
  section summarizes those competencies and
  behaviors that were most frequently/least
  frequently observed by various rater groups
• The number in the first column corresponds to the
  average score for all raters providing feedback
  (1 to 7 scale)
• The Most Frequent should be considered as
  perceived strengths to leverage and build on
• The Least Frequent should be considered as
  possible behaviors to practice more frequently

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Emotional Intelligence View 360 Behavior Summary

• KEY POINTS
• Each Emotional Intelligence View 360 question is
  summarized and categorized in its appropriate
  competency
• Average scores across all raters are reported for
  each competency and question
• A statistical measure of rater agreement based on
  the standard deviation is reported as a
  percentagea score less than 50 suggests that
  the raters providing feedback had enough
  disagreement to warrant a cautious interpretation
  of the average score reported (e.g., raters had
  diverse perceptions and rated the participant
  quite differently on that question or competency)

84
Behavior Summary Report
85
Emotional Intelligence View 360 Written Comments
Section

• KEY POINTS
• Comments are randomly listed by all raters who
  volunteered to share written perceptions to two
  open-ended questions (perceptions of strengths
  and development areas)
• Comments are provided verbatim from the online
  questionnaireno editing
• Some comments are specific, behavioral and
  constructiveothers may be less useful or hard to
  understand
• It is important to focus on themes that emerge,
  rather than, to dwell on any one individual
  comment

86
Emotional Intelligence View 360 Comments Report
87
Necessary Ingredients for Behavior
Change Mashihi, S. Nowack, K. (2011). Clueless
Coaching People Who Just Dont Get It
88
360 Feedback and Coaching

• Olivero et al., (1997) found that an 8-week
  coaching program increased productivity over and
  above the effects of a managerial training
  program (22.4 versus 88.0)
• Thatch (2002) found that 6 months of coaching
  with executives following 360 feedback increased
  leadership effectiveness up to 60 based on
  post-survey ratings
• Smither et al., (2003) reported that after
  receiving 360 feedback, 1,361 managers who worked
  with a coach for 6 months were significantly more
  likely to set specific goals, solicit ideas for
  improvement and subsequently received improved
  performance ratings

89
Randomised Executive Coaching Study

• Solution-focused cognitive-behavioural coaching
  intervention with 45 executives
• Half-day leadership development programme
• Measures
• 360 feedback
• Goal Attainment Scaling
• Cognitive Hardiness/Resilience
• Workplace Well-Being
• Four coaching sessions over 10 weeks
• Control group got coaching ten weeks later
• Grant, Curtayne, Burton (2009). Executive
  coaching enhances goal attainment, resilience and
  workplace well-being A randomised controlled
  study. The Journal of Positive Psychology, 4,
  396-40

90
Randomised Executive Coaching StudyGoal
Attainment
91
360 Feedback and Manager Involvement

• 62 of the respondents reported being
  dissatisfied or highly dissatisfied with the
  amount of time their manager spent helping with a
  development plan
• More than 65 expressed strong interest in
  utilizing an online follow-up tool to measure
  progress toward behavior change
• Rehbine, N. (2006). The impact of 360 degree
  feedback on leadership development. Unpublished
  doctoral dissertation.

92
Leader as Performance Coach

• A 2008 survey of over 2,000 international
  employees and 60 HR leaders reported that 84 of
  managers are expected to coach talent but only
  52 actually do (only 39 in Europe)
• Only 24 of all leaders are rewarded or
  recognized for coaching and developing talent
• 85 of all managers and employees see value in
  leaders as coaches but 32 of managers reported
  it takes too much time and interferes with their
  job

The Coaching Conundrum 2009 Building a coaching
culture that drives organizational success.
Blessing White Inc. Global Executive Summary
93

• Leveraging the Impact of 360 Feedback for
  Successful Behavior Change

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Translating Awareness into Behavior Change
Step 2 Reflect/Plan Momentor
Step 3 Track/Monitor Coach Accelerator
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Coaching and Behavior Change Model
Momentor, Coaching and Goal Evaluation
360 Degree Feedback
98
Unconscious Competence and Peak Performance

• Orchestral musicians preferred creating music
  when they were encouraged to mindfully
  incorporate subtle nuances into their performance
• Audience members were played recordings of both
  types of performance and a significant majority
  expressed a preference for the performances that
  were created in a mindful state
• The practice of staying acutely aware of what is
  happening in the present moment prevents mindless
  competence and the use of mindful competence
  increases creativity, productivity and engagement
• Russel, T. Eisenkraft, N. (2009). Orchestral
  performance and the footprint of mindfulness.
  Psychology of Music, 37, 125-136.

Mindful Competence (Attention Passion)
Mindless Competence Inattention Indifference
99
Choose a suggested goal
100
Momentor Features and the 70/20/10 RuleLombardo
Eichinger (1996)
Action Items and Practice Plans
Goal Mentors
Competency Based Resource Library
101
Practice Plans
Practice Plans have two parts. Momentor
prompts you to share your practice plans with
your goal mentor..
The second part is what you commit to do more,
less or differently when you experience the
trigger
The first is the situation, or the trigger, where
you'd like to behave differently
102
Using the Resource LibraryParticular resources
will be suggested in line with the goals you have
created, however, you can click on the Resource
Library Tab at anytime to explore the entire
library

• You can access a wide selection of
• Articles
• Audio
• Books
• On-the-job activities
• Video
• Websites/ blogs
• Workshops/ Seminars

Your resource library will be based on, and
linked to, your specific competency model
103
Behavioral Engineering Theories Behind Momentor
Theorist Elements of Change Momentor Features
Prochaska DiClemente (1983) Transtheoretical/Readiness to Change Model 360 Goal Wizard
McCall, Lombardo, Morrison (1988) 70/20/10 Development Model Goal SettingAction Plans
Gollowitzer, P. (1999) Implementation Intentions as Triggers for Behaviour Change Goal SettingPractice Plans
Fogg, BJ (2014) Persuasive DesignBehaviour Change goals Based on Time-Frame (e.g., one-time vs. permanent) and Type (e.g., start, stop, increase, decrease, etc.) Goal SettingOutcome Goals, Action Plans, and Practice Plans
Ariely , D. (2009) Predictably IrrationalPeople Have a Natural Tendency to Underestimate the Influence of Factors Affecting Behaviors Goal Mentors
Deci Ryan (2002) Pink, D. (2009) Goldsmith, M. (2002). Self-Determination Theory Posits that Autonomy, Competence Relatedness/Purpose Drives Behaviour Change Goal Evaluation/Progress Pulse
Heath, C. Heath, D. (2005) SwitchEnvironmental/Cultural Issues Affecting Behaviour Change Coaching Portal
Thaler Sunstein (2008) Nudge/Behavioral EconomicsChoice Architecture (Libertarian Paternalism) Reminders (email/text)Practice Plans, Goal Progress Goal Evaluation
104
Evidence Based Best Practices Summary
105
Envisia 360 Feedback Study

• STUDY
• Focus groups and individual interviews with key
  stakeholders
• Surveyed 360 participants and their managers for
  several model programs used for developmental
  purposes
• Average lag was 1.2 years following the use of
  the 360 intervention
• Nowack, K., Hartley, J. and Bradley, W. (1999). 
  Evaluating results of your 360-degree feedback
  intervention. Training and Development, 53, 48-53

106
Envisia 360 Feedback Study Best Practices

• Provide individual coaching to assist in
  interpreting and using the 360 feedback results
• Hold participant and manager accountable to
  create and implement a professional development
  plan
• Track and monitor progress on the completion of
  the development plan
• Link the 360 intervention to a human resources
  performance management process
• Use 360 tools with sound psychometric properties
• Target competencies for 360 feedback
  interventions that are related to strategic
  business needs
• Nowack, K. (2005). Longitudinal evaluation of a
  360 degree feedback program Implications for
  best practices. Paper presented at the 20th
  Annual Conference of the Society for Industrial
  and Organizational Psychology, Los Angeles, March
  2005

107
Maximizing the Impact of 360 Feedback

• Some evidence that facilitated rather than
  self-directed feedback enhances successful
  behavior change
• Seifert Yukl, 2003 Nowack, 2009
• Some evidence that coaching coupled with 360
  feedback can facilitate behavior change
• Smither, J. et al. (2003). "Can working with an
  executive coach improve multisource feedback
  ratings over time? A quasi-experimental field
  study." Personnel Psychology, 56, 23-44
• Some limited evidence that use of an online
  development planning system and competency based
  resource center can facilitate behavior change
  with managerial involvement
• Nowack, K. (2009). Leveraging Multirater
  Feedback to Facilitate Successful Behavioral
  Change. Consulting Psychology Journal Practice
  and Research, 61, 280-297

108
360 FeedbackImportant Points

• Feedback is important
• Most of us dont wake up each morning and
  spontaneously change behavior

You cant always get what you want Feedback
doesnt always result in enhanced performance Be
realistic Dont expect 360 feedback to modify
competent jerks into lovable stars
109
360 Feedback Selected References

• Mashihi, S. Nowack, K. (2013). Clueless
  Coaching People Who Just Dont Get It (2nd
  edition). Envisia Learning, Santa Monica, CA.
• Nowack, K. (2013). Manager View/360. In Leslie,
  J. (Ed.). Feedback to managers A review and
  comparison of sixteen multi-rater feedback
  instruments (4rd edition). Center for Creative
  Leadership, Greensboro, NC.
• Nowack, K. Mashihi, S. (2012). Evidence Based
  Answers to Ten Questions about Leveraging
  360-Degree Feedback. Consulting Psychology
  Journal Practice and Research, 64, 157182
• Nowack, K. (2009). Leveraging Multirater Feedback
  to Facilitate Successful Behavioral Change.
  Consulting Psychology Journal Practice and
  Research, 61, 280-297
• Nowack, K. (2006). Emotional Intelligence
  Leaders Make a Difference. HR Trends, 17, 40-42
• Nowack, K. (1999). 360-Degree feedback. In DG
  Langdon, KS Whiteside, MM McKenna (Eds.),
  Intervention 50 Performance Technology Tools,
  San Francisco, Jossey-Bass, Inc., pp.34-46.
• Nowack, K., Hartley, G, Bradley, W. (1999).
  Evaluating results of your 360-degree feedback
  intervention. Training and Development, 53,
  48-53.
• Wimer Nowack (1998). 13 Common mistakes in
  implementing multi-rater systems. Training and
  Development, 52, 69-79.
• Nowack, K. Wimer, S. (1997). Coaching for human
  performance. Training and Development, 51,
  28-32.
• Nowack, K. (1997). Congruence between self and
  other ratings and assessment center performance.
  Journal of Social Behavior Personality, 12,
  145-166
• Nowack, K. (1994). The secrets of succession.
  Training Development, 48, 49-54
• Nowack, K. (1993). 360-degree feedback The
  whole story. Training Development, 47, 69-72
• Nowack, K. (1992). Self-assessment and
  rater-assessment as a dimension of management
  development. Human Resources Development
  Quarterly, 3, 141-155.