Bar-On Emotional Quotient Inventory - EQ-i*

CREIO Statement on Measures

Many tests that promise to measure emotional intelligence have appeared in recent years.  Some of these tests seem promising, but many have not been empirically evaluated.  As a service to our visitors, we have reviewed many of these tests and selected those for which there is a substantial body of research (at least five published journal articles or book chapters that provide empirical data based on the test).  However, inclusion of a test on this web site does not constitute an endorsement of that test by CREIO.

 

The Emotional Quotient Inventory (EQ-i), EQ-360 and EQ-i: YV were developed to assess the Bar-On model of emotional-social intelligence. The EQ-i is a self-report measure designed to measure a number of constructs related to EI. The EQ-i consists of 133 items and takes approximately 30 minutes to complete. It gives an overall EQ score as well as scores for the following five composite scales and 15 subscales (Bar-On, 2006).

Basic Information

Ages: 16 and olderAdministration: Self - reportAdministration Time: 30 MinutesQualification Level: BAdditional Information

Click here to visit the MHS web site to download the EQ-i Technical Brochure Click here to visit Bar-On’s web site for psychometric aspects of the EQ-i.

BarOn EQ-i Composite Scales and Subscales

Intrapersonal (self-awareness and self-expression)

Self-Regard:  To accurately perceive, understand and accept oneself Emotional Self-Awareness: To be aware of and understand one’s emotions Assertiveness:  To effectively and constructively express one’s emotions and oneself Independence: To be self-reliant and free of emotional dependency on others Self-Actualization:  To strive to achieve personal goals and actualize one’s potential

Interpersonal (social awareness and interpersonal relationship)

Empathy: To be aware of and understand how others feel Social Responsibility: To identify with one’s social group and cooperate with others Interpersonal Relationship: To establish mutually satisfying relationships and relate

well with others

Stress Management (emotional management and regulation)

Stress Tolerance: To effectively and constructively manage emotions Impulse Control: To effectively and constructively control emotions

Adaptability (change management)

Reality-Testing: To objectively validate one’s feelings and thinking with external reality

Flexibility: To adapt and adjust one’s feelings and thinking to new situations Problem-Solving: To effectively solve problems of a personal and interpersonal

nature

General Mood (self-motivation)

Optimism: To be positive and look at the brighter side of life Happiness: To feel content with oneself, others and life in general

*From “The Bar-On Model of Emotional-Social Intelligence (ESI), R. Bar-On, 2006, Psicothema, 18, supl., p. 21. Reprinted with permission of the author.

References on the EQ-i

Bar-On, R. (2004). The Bar-On Emotional Quotient Inventory (EQ-i): Rationale, description and psychometric properties. In G. Geher (Ed.), Measuring emotional intelligence: Common ground and controversy. Hauppauge, NY: Nova Science.

Bar-On, R. (2006). The Bar-On model of emotional-social intelligence (ESI). Psicothema, 18 , supl., 13-25.

Butler, C. J., & Chinowsky, P. S. (2006). Emotional intelligence and leadership behavior in construction executives.Journal of Management in Engineering, 22(3), 119-125.

Day, A. L., Therrien, D. L. & Carroll, S. A. (2005). Predicting psychological health: Assessing the incremental validity of emotional intelligence beyond personality, Type A behaviour, and daily hassles. European Journal of Personality, 19(6), 519-536.

Dawda, D. & Hart, S.D. (2000). Assessing emotional intelligence: Reliability and validity of the Bar-On Emotional Quotient Inventory (1997; 2000) in university students. Personality and Individual Differences, 28, 797-812.

Gerits, L., Derksen, J.J.L., Verbruggen, A.B., & Katzko, M. (2005). Emotional intelligence profiles of nurses caring for people with severe behaviour problems. Personality & Individual Differences, 38(1), 33-43.

Kafetsios, K., & Loumakou, M. (2007). A comparative evaluation of the effects of trait emotional intelligence and emotion regulation on affect at work and job satisfaction. International Journal of Work Organisation and Emotion, 2(1), 71-87.

Slaski, M. & Cartwright, S. (2003). Emotional intelligence training and its implications for stress, health and performance. Stress & Health: Journal of the International Society for the Investigation of Stress, 19(4), 233-239.

The Trait Emotional Intelligence Questionnaire (TEIQue) - Scales*

TEIQue-Full Form            The TEIQue is a self-report inventory that covers the sampling domain of trait EI (reprinted below) comprehensively. It comprises 153 items, measuring 15 distinct facets, 4 factors, and global trait EI (Petrides, 2009).

             TEIQue-Short Form            This is a 30-item questionnaire designed to measure global trait emotional intelligence (trait EI).  It is based on the full form of the TEIQue. Two items from each of the 15 facets of the TEIQue were selected for inclusion, based primarily on their correlations with the corresponding total facet scores (Cooper & Petrides, 2010; Petrides & Furnham, 2006).

TEIQue 360° and 360°-Short FormThese forms are used for the collection of other-ratings and are available for both the full- and the short-forms of the TEIQue.  They are especially useful for contrasting self versus observer-ratings on trait EI (e.g., in Leadership research and applications).

TEIQue-Child FormThe Child Form has been designed with Stella Mavroveli, PhD and is based on a sampling domain that has been specifically developed for children aged between 8 and 12 years.  It comprises 75 items responded to on a 5-point scale and measures nine distinct facets (Mavroveli, Petrides, Shove, & Whitehead, 2008).

The Sampling Domain of Trait Emotional Intelligence in Adults 

Facets                                                 High scorers perceive themselves as…    Adaptability                                         …flexible and willing to adapt to new conditions.Assertiveness                                       …forthright, frank, and willing to stand up for their rights.Emotion perception (self and others)  …clear about their own and other people’s feelings. Emotion expression                             …capable of communicating their feelings to others.Emotion management (others)            …capable of influencing other people’s feelings. Emotion regulation                             …capable of controlling their emotions. Impulsiveness (low)                             …reflective and less likely to give in to their urges. Relationships                                       …capable of having fulfilling personal relationships.Self-esteem                                          …successful and self-confident. Self-motivation                                    …driven and unlikely to give up in the face of adversity. Social awareness                                 …accomplished networkers with excellent social skills. Stress management                             …capable of withstanding pressure and regulating stress. Trait empathy                                      …capable of taking someone else’s perspective. Trait happiness                                    …cheerful and satisfied with their lives. Trait optimism                                     …confident and likely to “look on the bright side” of life.                       *Reprinted with permission from K. V. Petrides.

 

References

Sample references for the TEIQue

Freudenthaler, H. H., Neubauer, A. C., Gabler, P., & Scherl, W. G. (2008). Testing the Trait Emotional Intelligence Questionnaire (TEIQue) in a German-speaking sample. Personality and Individual Differences, 45, 673-678.

Mikolajczak, M., Luminet, O., Leroy, C., & Roy, E. (2007).  Psychometric properties of the Trait Emotional Intelligence Questionnaire.  Journal of Personality Assessment, 88, 338-353.

Petrides, K. V. (2009). Technical manual for the Trait Emotional Intelligence Questionnaires (TEIQue).  London: London Psychometric Laboratory.  

Petrides, K. V., Pita, R., & Kokkinaki, F. (2007).  The location of trait emotional intelligence in personality factor space.  British Journal of Psychology, 98, 273-289. Sample references for the TEIQue-SF

Cooper, A. & Petrides, K. V. (2010).  A psychometric analysis of the Trait Emotional Intelligence Questionnaire-Short Form (TEIQue-SF) using Item Response Theory. Journal of Personality Assessment, 92, 449-457.

Petrides, K. V. & Furnham, A. (2006).  The role of trait emotional intelligence in a gender-specific model of organizational variables.  Journal of Applied Social Psychology, 36, 552-569.

Sample references for the TEIQue-CF

Mavroveli, S., Petrides, K. V., Sangareau, Y., & Furnham, A. (2009). Relating trait emotional intelligence to objective socioemotional outcomes in childhood.  British Journal of Educational Psychology, 79, 259-272.

Mavroveli, S., Petrides, K. V., Shove, C., & Whitehead, A. (2008).  Validation of the construct of trait emotional intelligence in children.  European Child & Adolescent Psychiatry, 17, 516-526.

Sample references for the TEIQue-360° Forms

Petrides, K. V. (2009). Technical manual for the Trait Emotional Intelligence Questionnaires (TEIQue).  London: London Psychometric Laboratory.

Petrides, K. V., Niven, L., & Mouskounti, T. (2006).  The trait emotional intelligence of ballet dancers and musicians. Psicothema, 18, 101-107.

Emotional Competence Inventory 2.0Emotional & Social Competency Inventory

CREIO Statement on Measures

Many tests that promise to measure emotional intelligence have appeared in recent years.  Some of these tests seem promising, but many have not been empirically evaluated.  As a service to our visitors, we have reviewed many of these tests and selected those for which there is a substantial body of research (at least five published journal articles or book chapters that provide empirical data based on the test).  However, inclusion of a test on this web site does not constitute an endorsement of that test by CREIO.

The ECI 2.0 is a 360-degree tool designed to assess the emotional and social competencies of individuals in organizations. The test is based on emotional competencies identified by Dr. Daniel Goleman inWorking with Emotional Intelligence (1998). The use of the ECI and the ESCI is limited to accredited users who can demonstrate their ability to give accurate, comprehensive feedback to their clients. The instruments are designed for use only as development tools, not for hiring or compensation decisions (Wolff, 2006).

Basic Information

Administration: Multi - RaterAdministration Time: 30 - 45MinutesQualification Level: Certification RequiredAdditional Information

Click here to download the Technical Manual of the ECI 2.0

Emotional Competence Inventory 2.0 - Scales

The ECI measures 18 competencies organized into four clusters: Self-Awareness, Self-Management, Social Awareness, and Relationship Management.

Self-Awareness concerns knowing one's internal states, preferences, resources, and intuitions. The Self-Awareness cluster contains three competencies:

Emotional Awareness: Recognizing one's emotions and their effects Accurate Self-Assessment: Knowing one's strengths and limits Self-Confidence: A strong sense of one's self-worth and capabilities

Self-Management refers to managing ones' internal states, impulses, and resources. The Self-Management cluster contains six competencies:

Emotional Self-Control: Keeping disruptive emotions and impulses in check Transparency: Maintaining integrity, acting congruently with one’s values Adaptability: Flexibility in handling change Achievement: Striving to improve or meeting a standard of excellence Initiative: Readiness to act on opportunities Optimism: Persistence in pursuing goals despite obstacles and setbacks

Social Awareness refers to how people handle relationships and awareness of others’ feelings, needs, and concerns. The Social Awareness cluster contains three competencies:

Empathy: Sensing others' feelings and perspectives, and taking an active interest in their concerns

Organizational Awareness: Reading a group's emotional currents and power relationships

Service Orientation: Anticipating, recognizing, and meeting customers' needs

Relationship Management concerns the skill or adeptness at inducing desirable responses in others. The Relationship Management cluster contains six competencies:

Developing Others: Sensing others' development needs and bolstering their abilities Inspirational Leadership: Inspiring and guiding individuals and groups Change Catalyst: Initiating or managing change Influence: Wielding effective tactics for persuasion Conflict Management: Negotiating and resolving disagreements Teamwork & Collaboration: Working with others toward shared goals. Creating

group synergy in pursuing collective goals.

References

Boyatzis, R.E., Goleman, D., & Rhee, K. (1999). Clustering competence in emotional intelligence: Insights from the Emotional Competence Inventory (ECI). In Bar-On, R. & J.D. Parker (Ed's.), Handbook of Emotional Intelligence. San Francisco: Jossey-Bass.

Boyatzis, R. E. & Sala, F. (in press). The Assessment of Emotional Intelligence Competencies. To appear in Glenn Geher (ed.), The Measurement of Emotional Intelligence, Hauppauge, NY: Nova Science Publishers.

Byrne, J. C., Dominick, P. G., Smither, J. W. & Reilly, R. R. (2007). Examination of the discriminant, convergent, and criterion-related validity of self-ratings on the emotional competence inventory. International Journal of Selection and Assessment, 15(3), 341-353.

Cavallo, K. & Brienza, D. (2002). Emotional competence and leadership excellence at Johnson & Johnson: The Emotional Intelligence and Leadership Study. New Brunswick, NJ, Consortium for Research on Emotional Intelligence in Organizations, Rutgers University.

Hopkins, M. M., & Bilimoria, D. (in press). Social and emotional competencies predicting success for male and female executives. Journal of Management Development.

Koman, E. S., & Wolff, S. B. (in press). Emotional intelligence competencies in the team and team leader: A multi-level examination of the impact of emotional intelligence on team performance. Journal of Management Development.

Offermann, L. R., Bailey, J. R., Vasilopoulos, N. L., Seal, C., & Sass, M. (2004). The relative contribution of emotional competence and cognitive ability to individual and team performance. Human Performance, 17(2), 219-243.

Sala, F. (2005). Making the Business Case: Emotional Intelligence Competencies and Important Business Outcomes. In Druskat, V., Sala, F., & Mount, G. (Eds.). Linking Emotional Intelligence and Performance at Work: Current Research Evidence. San Francisco: Jossey-Bass.

Singh, S. K. (2007). Role of emotional intelligence in organizational learning: An empirical study. Singapore Management Review, 29(2), 55-74.

Singh, S. K. (2007). Emotional intelligence and organizational leadership:A gender study in Indian context. International Journal of Indian Culture and Business Management, 1 (1/2), 48-63.

The Emotional and Social Competency Inventory (ESCI)

The ESCI is the latest 360-feedback tool based on ECI 1.0, ECI 2.0, and ECI-University Edition. The ESCI offers a way to assess the strengths and weaknesses of individuals, giving them precise, focused information on exactly which competencies they will want to improve on in order to meet their career goals. The ESCI covers the full spectrum of the emotional competencies that matter most for outstanding and effective performance (Boyatzis, 2007).

Basic Information

Administration: Multi - RaterAdministration Time: 30 - 45 MinutesQualification Level: Certification RequiredAdditional Information

Additional information about the ESCI can be obtained from the Hay Group website athttp://www.haygroup.com/tl

The Emotional and Social Competency Inventory (ESCI) - Scales*

The ESCI measures 12 competencies organized into four clusters: Self-Awareness, Self-Management, Social Awareness, and Relationship Management.

Self Awareness

Emotional Self-Awareness: Recognizing one’s emotions and their effects

Self Management

Emotional Self-Control: Keeping disruptive emotions and impulses in check Adaptability: Flexibility in handling change Achievement Orientation: Striving to improve or meeting a standard of excellence Positive Outlook: Persistence in pursuing goals despite obstacles and setbacks

Social Awareness

Empathy: Sensing others’ feelings and perspectives, and taking an active interest in their concerns

Organizational Awareness: Reading a group’s emotional currents and power relationships

Relationship Management

Coach and Mentor: Sensing others’ development needs and bolstering their abilities Inspirational Leadership: Inspiring and guiding individuals and groups Influence: Wielding effective tactics for persuasion Conflict Management: Negotiating and resolving disagreements Teamwork: Working with others toward shared goals. Creating group synergy in

pursuing collective goals

*From “The Creation of the Emotional and Social Competency Inventory (ESCI), by R. Boyatzis, 2007, Boston: Hay Group. Reprinted with permission of the author.

We all learn in different ways. Within a team, this can be a strength – or a problem. By understanding our own learning style, and knowing more about how others learn, we can boost team performance by working together better.

Use the Kolb team learning experience (TLE) to:

appreciate the learning styles, preferences and skills of team members in more depth

gain more insight into the demands and obstacles your team may face

arrive at a clear, unanimous understanding of purpose

create an action plan for reaching your team goals.

Why choose the Kolb TLE? Not all teams work. And simply adding more people doesn’t guarantee a better outcome. The Kolb team learning experience provides a framework for teams to clarify their purpose and improve working relationships so they can become more effective.Using a series of modules, the Kolb TLE will provide your team with opportunities to experience, reflect, think, and do. Developed by the experiential learning authority David A. Kolb, Ph.D, it has been designed to help teams gain clarity about purpose, develop good working relationships, and accomplish their goals effectively. It involves valuing individual differences, learning how to focus on a common purpose, and sharing responsibility for getting work done. You can use the Kolb team learning experience as often as you want. It’s great for when a new team first gets together; or it can be used more regularly in well-established teams with a changing list of projects.

A Kolb TLE set includes one Kolb experiential learning wall chart, 5 team learning workbooks, one set of re-usable cards, and instructions. All pieces are available for re-order.The Kolb learning style inventory (LSI) is a pre-requisite to the Kolb TLE. If participants have not already completed the LSI you can purchase a TLE set that includes the LSI   workbooks.

One style doesn’t fit all! Everyone has their own way of learning. Understanding your own style – and that of other people – can help you tune into the needs of others so that you and your team work more effectively.

Use the Kolb learning style inventory (LSI) to help your employees and students:

understand how their learning style impacts upon problem solving, teamwork, handling conflict, communication and career choice

develop their learning styles to fit their roles

find out why teams work well – or badly – together

strengthen their overall learning.

Why choose the Kolb LSI? Understanding how people learn can help you to target your training and development efforts, motivate teams and make optimum use of your collective time, resources and capabilities. The Kolb LSI, distributed exclusively by Hay Group, recognizes individual learning preferences, while encouraging individuals to expand their learning strengths.Based on experiential learning theory, the learning style inventory was developed by David Kolb Ph.D. with research that began in 1971. It identifies four phases in the learning process:

experiencing: learning from experiences, being sensitive to feelings and people

reflecting: reserving judgment, taking different perspectives, looking for meaning

thinking: logically analyzing ideas, planning systematically, using concepts

acting: showing an ability to get things done, taking risks, influencing.

Everyone has a tendency to learn from one of these preferred phases. The Kolb LSI helps your employees or students understand their unique learning preference and develop a well-rounded approach to their learning and problem solving. Some educators have decided to use the LSI in their

research with staff or students. Hay Group and David Kolb are keen to support sound research that adds to our body of knowledge related to learning styles. The research grants section contains the criteria for acceptance of research proposals.

Kolb learning style inventory (KLSI), version 4 online Overview Description Ordering

“The new Kolb Learning Style Inventory (LSI) 4.0 is terrific. We have used the LSI as a core component to our executive coaching engagements for the past six years. The insights derived from Dr. Kolb’s tool dramatically accelerate the self discovery process that many of our CEO clients find invaluable. The new 4.0 version is even better. The ability to discern between nine separate Learning Style brings a measure of granularity and insight that just does not exist in competing tools. Great job Hay Group and Dr. Kolb.” Todd Uterstaedt SPHR, GPHR, CPLP, President & CEO, Baker & Daboll, LLC.”Based on David Kolbs' latest research, version 4 introduces even more comprehensive information for understanding and maximizing your learning preferences. One style doesn’t fit all! Everyone has their own way of learning. Understanding your own style – and that of other people – can help you tune into the needs of others so that you and your team work more effectively.

New learning style types: Initiating

Experiencing

Imagining

Reflecting

Analyzing

Thinking

Deciding

Acting

Balancing

In addition version 4 assesses learning flexibility—your ability to adapt to the demands of different learning situations. Learning flexibility expands your comfort zone.Your readiness to engage fully in experiencing, reflecting, thinking and acting enables you to deepen and enrich your knowledge and understanding.Use the Kolb learning style inventory (KLSI) to help your employees and students:

understand how their learning style impacts upon problem solving, teamwork, handling conflict, communication and career choice

develop more learning flexibility

find out why teams work well – or badly – together

strengthen their overall learning.

Why choose the KLSI? Understanding how people learn can help you to target your training and development efforts, motivate teams and make optimum use of your collective time, resources and capabilities. The Kolb LSI, distributed exclusively by Hay Group, recognizes individual learning preferences, while encouraging individuals to expand their learning strengths. Based on experiential learning theory, the learning style inventory was developed by David Kolb Ph.D. with research that began in 1971. It identifies four phases in the learning process:

experiencing: learning from experiences, being sensitive to feelings and people

reflecting: reserving judgment, taking different perspectives, looking for meaning

thinking: logically analyzing ideas, planning systematically, using concepts

acting: showing an ability to get things done, taking risks, influencing.

Most people have a preference for certain phases. They may even skip those phases they feel least comfortable in. The KLSI helps your employees or students understand their unique learning preferences, so that they can develop a well-rounded approach to their learning and problem solving. Some educators have decided to use the KLSI in their research with staff or students. Hay Group and David Kolb are keen to support sound research that adds to our body of knowledge related to learning styles. The research grants section contains the criteria for acceptance of research proposals.

Everyone has their own way of learning. The KLSI recognizes individual learning preferences, while encouraging individuals to expand and apply their learning strengths. Understanding your own style – and that of other people – can help you tune into the needs of others so that you and your team work more effectively.

Use the Kolb learning style inventory (KLSI) to help your employees and students:

understand how their learning style impacts upon problem solving, teamwork, handling conflict, communication and career choice

develop their learning styles to fit their roles

find out why teams work well – or badly – together

strengthen their overall learning.

Why choose the KLSI? Understanding how people learn can help you to target your training and development efforts, motivate teams and make optimum use of your collective time, resources and capabilities. The KLSI, distributed exclusively by Hay Group, recognizes individual learning preferences, while encouraging individuals to expand their learning strengths.Based on experiential learning theory, the learning style inventory was developed by David Kolb Ph.D. with research that began in 1971. It identifies four phases in the learning process.

Experiencing: learning from experiences, being sensitive to feelings and people.

Reflecting: reserving judgment, taking different perspectives, looking for meaning.

Thinking: logically analyzing ideas, planning systematically, using concepts.

Acting: showing an ability to get things done, taking risks, influencing.

Everyone has a tendency to learn from one of these preferred phases. The KLSI helps your employees or students understand their unique learning preference and develop a well-rounded approach to their learning and problem solving. Some educators have decided to use the KLSI in their research with staff or students. Hay Group and David Kolb are keen to support sound research that adds to our body of knowledge relating to learning styles. The research grants section contains the criteria for acceptance of research proposals.

Understanding more about behavior and its impact on performanceMuch of Hay Group’s work is grounded in academic enquiry and evidence. David McClelland’s research began a focus on human motivation, competencies and self-image that continues in our work with clients and in our collaboration with research partners. We are keen to work with researchers whose work or data adds to our collective understanding in these areas:

ESCI researchIf you are using the ESCI with staff or the ESCI-U   with students, we welcome proposals. If your proposal meets our criteria you will be offered electronic copies of the assessment, scoring instructions and a score key, to facilitate low cost printing and distribution, in return for a copy of the research data and results. More information is available in the ESCI research criteria.LSI researchIf you are using the LSI with staff or students, we welcome proposals. If your proposal meets our criteria you will be offered electronic copies of the assessment, scoring instructions and a score key, to facilitate low cost printing and distribution, or an online LSI account at a discounted price. In return for approval we ask for a copy of your completed research study. More information is available in the LSI research criteria.

Emotional and social competency inventory – (ESCI) Overview

Description Ordering

Emotional and social intelligence makes the difference between a highly effective leader and an average one. The real benefit comes from the 360° view into the behaviors that differentiate outstanding from average performers. It helps managers and professionals create competitive advantage for their organizations by increasing performance, innovation and teamwork, ensuring time and resources are used effectively, and building motivation and trust. 

Use the emotional and social competency inventory (ESCI) to:

measure emotional intelligence in your leaders and professionals

raise awareness through powerful feedback

focus your coaching and development on crucial capabilities

bring out the best in individuals and teams.

Why choose the Boyatzis, Goleman and Hay Group ESCI? Emotional and social intelligence is now recognized as a key factor in leadership performance. Our long partnership with Dr. Richard Boyatzis and Dr. Daniel Goleman has resulted in one of the most validated behavioral measures of emotional and social intelligence, based on hundreds of competency studies conducted in organizations throughout the world. Because it is behavioral, it enables you to assess, develop and coach your leaders and embed this crucial capability within your organization.Drawing on the work of Boyatzis and Goleman, and research at Hay Group, the ESCI is a 360º tool, avoiding the distortion of self-assessment questionnaires. It describes 12 competencies that differentiate outstanding from average performers.

The ESCI process works as follows. Your participants nominate who they would like to get feedback from. Participants and their nominees complete the surveys online and, once we have received all the feedback, Hay Group analyzes the results and produces a feedback report. We can also create a team composite report which shows a group’s profile against the competencies.The verbatim comments section of the report, where respondents comment on a participant’s key strengths and areas for development, is particularly appreciated by our clients. For many people this is the first real, confidential feedback they have received.

You have a choice: you can work with Hay Group consultants to embed EI in your organization, or become accredited so that you can deliver ESCI feedback yourself. Some educators have decided to use the ESCI in their research with staff or students.Hay Group, Richard Boyatzis and Daniel Goleman are keen to support sound research that adds to our body of knowledge related to emotional and social intelligence. The research grants section contains the criteria for acceptance of research proposals.

Emotional and social competency inventory (ESCI)Research criteriaIf you are interested in using the ESCI in your research please review the criteria below, complete the ESCI research application form and email it along with your resume or CV to ESCIResearch@haygroup.com. You must also sign the attached Conditional Use Agreement and fax it to ESCI Research Requests at 617.425.4590.The approval process generally takes up to four weeks. If your research request is approved we will provide you with an electronic copy of the assessment, scoring instructions and a score key. You can then print out and distribute the assessment to your sample population. In return, we ask for a copy of your research results. If you have any questions about this process please call the ESCI Research Team at 1.617.425.4501.

Criteria for Acceptance of Research ProposalsWhether you are using the ESCI or the ESCI-University Edition (ESCI-U), we are looking for sound research that adds to our body of knowledge related to emotional intelligence. The following criteria should help you as you prepare to submit your proposal. The criteria listed below should be construed as guidelines. We may accept proposals that do not meet these criteria if the research is interesting and beneficial.

If you are intending to use a student sample, we encourage you to use the ESCI-U. This is a version of the ESCI geared specifically toward students. Use of the ESCI-U for research is more highly restricted than use of the ESCI. There is also a nominal charge for the ESCI-U, whereas use of the ESCI is free for researchers whose proposals are accepted. Also, the ESCI-U does not allow for a ‘don’t know’ response. Please consider this carefully when deciding whether or not to use the ESCI-U. The specific types of research we will accept for use with the ESCI-U are also outlined below.

General Criteria The research is an important addition to the body of knowledge concerning emotional

intelligence.

The research method is sound.

Will the method result in useful results in which there is high confidence?

Is there an adequate sample size?

If measuring change in ESCI as a result of an intervention, can you clearly show the effect is related to the intervention and not other random effects?

Have you allowed enough time for observers to notice a change in emotional intelligence behaviors (typically a minimum of 6-8 months)?

We prefer studies that show a link to performance. We look for the potential of the research to be published.

We insist that you use the 360˚ version because the instrument is not considered valid for self-assessments alone.

We prefer that your research goes beyond description of various populations, e.g., nurses vs. doctors.

 If you are measuring other constructs, e.g., personality, cognitive ability, group cohesion, etc., we encourage you to use well established and validated measures whenever possible.

Please be sure your proposal specifies the measures you will use.

Specific Requirements for the ESCI-UProposals using the ESCI-U must meet the following criterion or they will not be accepted.

The research is a study over time, i.e., a Time 1 – Time 2 study that measures changes over time.

People who deliver great service create a bond with their customers. They show customers that they care about them and tune in to their needs. Service solutions (SS) helps your customer service employees understand how to do this. It gives them the skills to make life easier and more engaging for them and their customers.

Use SS to help your front-line staff:

engage the loyalty of their customers

reduce their own stress levels

contribute to a more productive working environment

create competitive advantage for your organization.

Why choose service solutions? Hay Group has worked with emotional intelligence pioneers Goleman and Boyatzis to develop deep expertise in this important area of professional and leadership effectiveness. Service solutions is a breakthrough program that combines behavioral research, brain science and personal discovery to help front-line staff learn at work.Service solutions is a flexible, modular program that includes exercises, development tips and on-the-job learning activities. It builds specific skills, for example ‘emotional judo’ – a handy strategy for influencing upset customers, resolving conflicts and working as a team to bring about good customer outcomes.

Service solutions will help your customer service staff to: 

tune in to themselves – learn to manage their personal thermostats

stay cool – stay calm in the face of pressure

connect with their customers – tune in to others and make a positive connection

provide great service – influence others to achieve positive outcomes all round.

It comes in two parts:

1. the service solutions workbook – which individuals use for self-study or within a facilitator-led program

2. the service solutions facilitator guide – which trainers, managers and facilitators can use to plan and deliver the program from beginning to end.Emotional and social intelligence makes the difference between a highly effective leader and an average one. The real benefit comes from the 360° view into the behaviors that differentiate outstanding from average performers. It helps managers and professionals create competitive advantage for their organizations by increasing performance, innovation and teamwork, ensuring time and resources are used effectively, and building motivation and trust. 

Use the emotional and social competency inventory (ESCI) to:

measure emotional intelligence in your leaders and professionals

raise awareness through powerful feedback

focus your coaching and development on crucial capabilities

bring out the best in individuals and teams.

Why choose the Boyatzis, Goleman and Hay Group ESCI? Emotional and social intelligence is now recognized as a key factor in leadership performance. Our long partnership with Dr. Richard Boyatzis and Dr. Daniel Goleman has resulted in one of the most validated behavioral measures of emotional and social intelligence, based on hundreds of competency studies conducted in organizations throughout the world. Because it is behavioral, it enables you to assess, develop and coach your leaders and embed this crucial capability within your organization.Drawing on the work of Boyatzis and Goleman, and research at Hay Group, the ESCI is a 360º tool, avoiding the distortion of self-assessment questionnaires. It describes 12 competencies that differentiate outstanding from average performers.

The ESCI process works as follows. Your participants nominate who they would like to get feedback from. Participants and their nominees complete the surveys online and, once we have received all the feedback, Hay Group analyzes the results and produces a feedback report. We can also create a team composite report which shows a group’s profile against the competencies.The verbatim comments section of the report, where respondents comment on a participant’s key strengths and areas for development, is particularly appreciated by our clients. For many people this is the first real, confidential feedback they have received.

You have a choice: you can work with Hay Group consultants to embed EI in your organization, or become accredited so that you can deliver ESCI feedback yourself. Some educators have decided to use the ESCI in their research with staff or students.Hay Group, Richard Boyatzis and Daniel Goleman are keen to support sound research that adds to our body of knowledge related to emotional and social intelligence. The research grants section contains the criteria for acceptance of research proposals.