Welcome

2. Welcome • Today’s course • Your facilitator • The EQ-360 • The facilities

3. Logistics • Schedule • Meals • Parking • Phone/computer access • Restrooms • Questions • Workbook • Feedback practice • Networking contact list

4. Objectives By the end of today’s workshop, you should: • Be familiar with the EQ-360 • Know its scales and their definitions • Understand report components • Understand the science behind EQ-360 • Know how to interpret the results and provide feedback to respondents • Be qualified to purchase the EQ-360

5. Objectives What are your goals for today?

6. Agenda • 360° assessments • Understanding the EQ-360 • Psychometrics • Planning and Ethics • Administration • Scoring and reports • Interpretation and feedback • Coaching • Evaluation

7. Evaluation Process • Written exam • Interpret a sample report • 60 minutes in-class today • After the workshop: • Administer, interpret, and provide feedback for one real-life EQ-360 assessment on a person of your choice

8. Introductions Let’s get to know each other…

9. Part One An Introduction to 360° Assessments

10. Part One Objectives • Applications • Advantages • History • Misuses By the end of this section, you should be familiar with 360° assessments and their

11. What are 360° Assessments? Applications • Self-development • Leadership development • Teambuilding • Coaching • Performance management • Change management • Stress management • Career planning • Predicting performance • Retaining high performers

12. What are 360° Assessments? Advantages of multiple perspectives • Objective measurement of performance • Provides perspective from different angles • Increases awareness of work-related behaviors • Improves communication between self, raters, and the organization

13. What are 360° Assessments? Advantages of multiple perspectives • Taps many sources of feedback,e.g., customers, suppliers, clients • Clarifies differences of opinions • Identifies performance gaps • Helps with goal setting and development planning

14. History of 360° Assessment • Traditionally, lack of direct feedback hindered organizations. • Authoritarian leadership was the norm, with limited supervision given to employees. • After World War II, worker satisfaction surveys introduced a more democratic ideology.

15. History of 360° Assessment • The 1990s saw 360° feedback processes incorporated into corporate strategies and goals • Now, most organizations believe that 360° assessments are crucial to selecting and developing the best talent for success

16. Misuses of 360° Assessment • Misuses include personnel decisions such as promotions, compensation, demotions, and termination • The use of 360° assessments for purposes other than individual development has often failed

17. Misuses of 360° Assessment Lack of feedback… • Removes follow-up or development opportunities • Regularly guarantees failure • May discourage individuals fromproviding honest feedback • May influence participation in future assessments

18. 360° Assessments • What experience do you have with multi-rater assessments? • How could the assessment have been improved? • What were the strengths of the tool? Discuss your experience using 360° (multi-rater) feedback assessments:

19. Questions?

20. Part Two Understanding the EQ-360

21. Part Two Objectives • Development • Participants • Rater definitions • Basic assessment process By the end of this section, you should be familiar with the EQ-360’s:

22. Development of EQ-360 • First version consisted of 46 items • Detailed data analysis led to improvements • Recommendations were implemented (see page 27 of the Technical Manual) and a new version was created

23. Development of EQ-360 • Current version consists of 88 items • Rating scale from 1 to 5 (“Very seldom true” to “Very often true”) • EQ-360 factor structure is identical to EQ-i - Total EQ - 5 Composite scales - 15 Subscales

24. EQ-360 Scales • Adaptability • Problem Solving • Flexibility • Reality Testing • Stress Management • Stress Tolerance • Impulse Control • General Mood • Optimism • Happiness • Intrapersonal • Emotional Self-Awareness • Assertiveness • Self-Regard • Self-Actualization • Independence • Interpersonal • Interpersonal Relationship • Empathy • Social Responsibility

25. Participation

26. Participation Rater confidentiality • Anonymous responses • Grouped by relationship to facilitate interpretation • If fewer than 3, raters go into a “mixed” category (except manager) Rater familiarity • Raters are asked how well they know the ratee

27. Rater Familiarity Rater familiarity information is found on the first page of the Coach’s Summary in the Multirater Feedback Report

28. EQ-360 Rater Items

29. How the EQ-360 Works • Scoring converts raw scores to standard scores • 1-5-15 factor structure • Interpretive guidelines

30. How the EQ-360 Works • Who participated? • Impressions of your EQ-360 experience? • Subscale consistencies or discrepancies? • Thoughts on feedback? • Were there any surprises? Discuss your experience as a ratee in the EQ-360 process:

31. Questions?

32. Part Three An Introduction to Psychometrics

33. Part Three Objectives • What the EQ-i and EQ-360 measure • EQ-360 normative data • Internal consistency • Connections between the EQ-i and EQ-360 response patterns By the end of this section, you should be familiar with:

34. EQ-i Refresher

35. EQ-i Refresher • Validity • Reliability • Norms • Norm Groups

36. EQ-360 Normative Data 745 Ratees… • Age range from 2170 • Mean age of 40.4 years

37. EQ-360 Normative Data 1900 Raters… • 909 male & 969 female • 22 did not report gender

38. Internal Consistency • Reliability of Total EQ is .98 • Inter-scale reliability for Composite Scales ranged from .91 to .95 • Inter-scale item reliability for Subscales ranged from .77 to .91

39. EQ-i and EQ-360 Connections Ratee and Rater Group Correlations Scales with significant* relationships: *Magnitude was moderate

40. EQ-i and EQ-360 Connections Ratee and Rater Group Differences Ratee was significantly higher than raters on four scales only:

41. EQ-i and EQ-360 Connections Age Differences Scales with significant* relationships: *Magnitude was very small

42. EQ-i and EQ-360 Connections Gender Differences Scales with significant* relationships: *Magnitude was very small

43. EQ-i and EQ-360 Connections What do the differences mean? • Ratee may be inclined to inflate responses • Context of assessment may affect responses • Supervisor unfamiliarity results in inaccurate responses • Differing definitions of effective emotional functioning between groups

44. Questions?

45. Part Four Planning and Ethics

46. Part Four Objectives • How to plan an EQ-360 assessment • Getting organizational buy-in • Ethical issues in administration • Selecting Raters • How to debrief participants By the end of this section, you should be familiar with:

47. Purposeful Planning • What is the purpose of assessment? • How will the results be used? • What does the ratee know about or expect from the process?

48. Purposeful Planning Issues to Consider: • Timing • Extenuating circumstances • Personnel involvement • How will the results be used? • Methods available to confirm confidentiality • Feedback • Who will be facilitating development and action planning?

49. Purposeful Planning Before you begin, establish: • What the organization hopes to gain from the assessment • Connections between purpose and specific business needs or goals • Clear participant expectations for accountability

50. Organizational Buy-In • Senior Management support lends credibility to the process • Prepare an EQ business case • Educate management team on the value and relevance of the process (ROI)