Kenneth M. Nowack, Ph.D.
(310) 452-5130

(310) 450-0548 Fax www.envisialearning.com
ken@envisialearning.com

 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

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

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

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

Conscientiousness
Emotion
Perception
Cognitive
Ability
Emotion Understanding
Emotional
Stability
Emotion Management
Job Performance Health

Emotional Intelligence View 360
Psychometrics and Research

Self
Management
• Self-Development
• Self-Development
Tolerance
• Strategic Problem
Solving
Orientation/Drive for
Results
Orientation
Relationship
Management
• Building Strategic
Relationships
• Conflict
Management
• Leadership/Influence
• Interpersonal
Sensitivity/Empathy
• Team/Interpersonal
Support
• Collaboration
Communication
• Listening
• Oral Communication
• Two-Way Feedback
• Oral Presentation
• Written
Communication

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

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

EIV360 Analysis: Significant Differences by Country
Descriptives
EIVTot
SelfMgt
RelMgt
Ireland
UK
Denmark
Canada
German
Hungary
Spain
New Zealand
Sweden
South Africa
Total
Ireland
UK
Denmark
Canada
German
Hungary
Spain
New Zealand
Sweden
South Africa
Total
Ireland
UK
Denmark
Canada
German
Hungary
Spain
New Zealand
Sweden
South Africa
N
240
2959
71
706
32
304
1872
110
387
55
6736
240
2958
71
706
32
304
1871
110
387
55
6734
240
2958
71
706
32
304
1872
109
387
55
Mean
5.2127
5.3419
5.0624
5.6285
5.7031
5.5284
5.4609
5.0622
5.1463
5.4445
5.3926
5.2642
5.3807
5.1093
5.6745
5.7199
5.4829
5.4727
5.1009
5.2296
5.4259
5.4234
5.0610
5.2376
5.0394
5.4876
5.6675
5.4748
5.3437
4.9882
5.0215
5.4217
Std. Deviation
.05110
.01317
.09310
.02751
.09159
.04062
.02132
.08526
.03098
.09106
.00963
.05160
.01328
.10068
.02735
.09170
.04249
.02176
.08531
.03244
.09915
.00976
.05782
.01508
.09447
.03180
.09574
.04421
.02351
.09827
.03458
.09036
.79164
.71618
.78447
.73083
.51809
.70831
.92263
.89417
.60940
.67531
.79065
.79934
.72217
.84836
.72669
.51875
.74082
.94106
.89478
.63821
.73532
.80094
.89581
.82001
.79606
.84495
.54158
.77079
1.01730
1.02597
.68030
.67012
Std. Error
95% Confidence Interval for
Mean
Lower Bound
5.1121
Upper Bound
5.3134
5.3161
4.8767
5.5745
5.5163
5.3677
5.2481
5.6825
5.8898
5.4485
5.4191
4.8932
5.0854
5.2620
5.3737
5.1626
5.3547
4.9085
5.6208
5.5328
5.3993
5.4300
4.9318
5.1659
5.2271
5.4042
4.9471
5.2080
4.8510
5.4252
5.4723
5.3878
5.2976
4.7934
4.9535
5.2406
5.6083
5.5027
5.2312
5.2072
5.6271
5.4115
5.3659
5.4067
5.3101
5.7282
5.9069
5.5665
5.5153
5.2699
5.2934
5.6246
5.4425
5.1749
5.2672
5.2278
5.5501
5.8628
5.5618
5.3898
5.1830
5.0895
5.6029
ANOVA Overall EIV F (9, 6726) = 21.09, p < .01
Note: USA EIV (N=1,801), SelfMgt.,RelMft, Com Means = 5.60, 5.63, 5.50, 5.66

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

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

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

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

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

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

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

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

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

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

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 (Selfmanagement, Relationship management, Communication). Leaders who were categorized as
"Exceeding Results" rated themselves significantly higher on the EI competency called
Building Strategic Relationships compared to those categorized as "Gets Results" (F 1,20)
= 4.77, p < .05).
This finding provides construct validity to this mixed EIV360 measure of emotional and social competence and the importance of the competency of Building Strategic Relationships to leadership performance.
Teresa Lara (2011). Exploring the correlation between positive and productive work peers with their level of Emotional Intelligence. Pepperdine University Masters Thesis

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

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.

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 : t he study found that success was defined as others’ favorable perceptions of them, their own feelings of happiness, and making a difference. Nearly all participants (19 of 23) reported that the top factor that influenced their success in engineering and technology was EI with their competency ranging from neutral to high in self-management, relationship management and communication. Twenty-one of the participants identified influence as the most important skill to develop as a woman progresses in her career, with strategic relationships second
Significant correlations were observed with the MBI emotional exhaustion scale and overall EI, and each of the three main competency groups (r’s = -.476, -.407, -.482 and -.461, all p’s < .05) as well as specific competencies (Stress/Adaptability r = -.53, building strategic relationships, sensitivity/empathy, collaboration and listening. Significant associations were also observed between the MBI scale of Professional Efficiency and both overall EI and six competency scores. No significant relationship was found between the MBI cynicism scale and any EI competencies . These finding provide criterion related validity to this mixed
EIV360 measure of emotional and social competence and job burnout.
Kim Elisha Proctor (2011). The role of emotional intelligence in achieving success for women in engineering and technology.
The George L. Graziadio School of Business and Management at Pepperdine University for a Master of
Science in Organization Development

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

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

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

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

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

1. Adding
Participants
2. E-Mail
Briefing
3. Rater
Nomination
5. Questionnaire
Invites Sent
4. Manager
Approval

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

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

Automated Reminders

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

Emotional Reactions to Feedback: GRASP Model
G rin or Grimace
R ecognize or Reject
A ct or Accept
S trategize &
P artner
Emotional Reaction
Cognitive Reaction
Commitment Reaction
Behavioral Reaction

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

17 EI Competencies/ 74 Behaviors
Communication Self
Management
• Self-Development
• Self-Development
Tolerance
• Strategic Problem
• Achievement
Solving
Orientation/Drive for
Results
Orientation
Relationship
Management
• Building Strategic
Relationships
• Conflict
Management
• Leadership/Influence
• Interpersonal
Sensitivity/Empathy
• Team/Interpersonal
Support
• Collaboration
• Listening
• Oral Communication
• Two-Way Feedback
• Oral Presentation
• Written
Communication

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

BOSS
REPORTS
PEERS
Performance
Derailment
Factors (EI)
Leadership
Potential









Emotional Intelligence View 360
Invited Raters Page

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:
1.
2.
3.
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)
4.
Confirmed Development Areas (Low Self Ratings & Low
Other Ratings)

Emotional Intelligence View 360
Awareness View

High EI


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

Overdone Strengths Become
Potential Liabilities (e.g., excessively high in decisiveness creates impulsive decision making)
Strengths Should be Leveraged and
Differentiate Low vs. High
Performers (e.g., leaders can’t have too much conscientiousness or integrity)
Kaplan & Kaiser, 2013
Zenger & Folkman, 2013; Buckinham, 2011

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 outboundcall-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 , 1024 –1030.
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.

Understand and Deploy Strengths
Combine to Overcome Weaknesses
Explore Team Strengths for Balance
Leverage to Avoid Overuse

High EI

High Importance/High Desire: Develop
Low Importance/Low Desire: Avoid
Low Importance/High Desire: Explore
High Importance/Low Desire: 1) Reshape Role;
2) Find Complimentary Partners

Overestimators (High Self /Low Other Ratings)
• High
Achievement
• High Self
Esteem
• High Social
Desirability
• Low Anxiety
Goffin, et al, 2009

Understand How Others
Perceive Your Strengths
Refocus your Branding
Calibrate and Avoid
Overusing your Strengths
Seek Additional
“Feedforward”

 Self-manager differences in performance ratings were studied in relation to the ratee’s 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 17 th Annual Conference of the
Society of Industrial and Organizational Psychology. Toronto, Canada

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

High Social
Desirability
Low
Neuroticism
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.

Personality Based Risk Factors for CHD
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
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.
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.

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)

Underestimators (Low Self /High Other Ratings)
•
Perfectionists
(75%)
• Stealth
Narcissists
(25%)

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


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). E vidence Based Answers to Ten Questions about
Leveraging 360-Degree Feedback. Consulting Psychology Journal: Practice and
Research, 64 , 157 –182

Identify Need/Opportunity to
Deploy Strengths
Combine with Other Strengths
Celebrate Success
Develop Complimentary Skills

Emotional Intelligence View 360
Graphs Self-Other Perceptions
 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

Emotional Intelligence View 360
Self-Other Perceptions

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

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 percentage —a 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)

Behavior Summary Report

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 questionnaire —no editing
 Some comments are specific, behavioral and constructive —others 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

Emotional Intelligence View 360
Comments Report

Mashihi, S. & Nowack, K. (2011). Clueless: Coaching People Who Just Don’t Get It
Enlighten
• Assessment & Feedback
Process
• (awareness of ideal self vs real self, strengths and potential development areas)
Encourage
• Readiness to change
•
(clarification of motivations and beliefs)
• Goal implementation intentions
• (measurable and specific)
• Skill building
Enable
• Track & social support to reinforce learning
• Relapse prevention training
• Evaluation
•
(knowledge acquisition, skill transfer, impact)

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

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

 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.

 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

Translating Awareness into Behavior Change
Step 2
Reflect/Plan
Momentor
Step 3
Track/Monitor
Coach
Accelerator

96

360 Degree
Feedback
Conscious
Incompetence
Conscious
Competence
Momentor,
Coaching and Goal
Evaluation
Unconscious
Incompetence
Unconscious
Competence

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.
Unconscious
Competence
Mindful
Competence
(Attention &
Passion)
Mindless
Competence
Inattention &
Indifference

l
99

Action Items and
Practice Plans
Goal Mentors
Competency
Based Resource
Library
100

Practice Plans have two parts.
The first is the situation, or the trigger, where you'd like to behave differently
The second part is what you commit to do more, less or differently when you experience the trigger
Momentor prompts you to share your practice plans with your goal mentor..
101

Particular 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
102

Theorist Elements of Change Momentor Features
Prochaska & DiClemente
(1983)
Transtheoretical/Readiness to Change Model
McCall, Lombardo, &
Morrison (1988)
Gollowitzer, P. (1999)
70/20/10 Development Model
Fogg, BJ (2014) Persuasive Design—Behaviour Change goals
Based on Time-Frame (e.g., one-time vs. permanent) and Type (e.g., start, stop, increase, decrease, etc.)
Ariely , D. (2009)
Deci & Ryan (2002)
Pink, D. (2009)
Goldsmith, M. (2002).
Predictably Irrational—People Have a Natural
Tendency to Underestimate the Influence of
Factors Affecting Behaviors
Self-Determination Theory Posits that Autonomy,
Competence & Relatedness/Purpose Drives
Behaviour Change
Heath, C. & Heath, D. (2005) Switch—Environmental/Cultural Issues Affecting
Behaviour Change
Thaler & Sunstein (2008)
Implementation Intentions as Triggers for
Behaviour Change
Nudge/Behavioral Economics—Choice
Architecture (Libertarian Paternalism)
360 Goal Wizard
Goal Setting—Action Plans
Goal Setting—Practice Plans
Goal Setting—Outcome Goals,
Action Plans, and Practice
Plans
Goal Mentors
Goal Evaluation/Progress
Pulse
Coaching Portal
Reminders (email/text)—
Practice Plans, Goal Progress
& Goal Evaluation
103

Envisia 360 Feedback 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

360 ° Feedback

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

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

360
Feedback…Important Points
Feedback is important
Most of us don’t wake up each morning and spontaneously change behavior
You can’t always get what you want
Feedback doesn’t always result in enhanced performance
Be realistic
Don’t expect 360 feedback to modify “competent jerks” into
“lovable stars”














Mashihi, S. & Nowack, K. (2013). Clueless: Coaching People Who Just Don’t 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). E vidence Based Answers to Ten Questions about Leveraging 360-Degree
Feedback. Consulting Psychology Journal: Practice and Research, 64 , 157 –182
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.