Understanding and Interpreting
Emotional Intelligence View 360
Kenneth M. Nowack, Ph.D.
(310) 452-5130  (310) 450-0548 Fax
www.envisialearning.com
[email protected]
Emotional Intelligence:
The State of the Field
What is Emotional Intelligence?
At the most basic level, Emotional
Intelligence (EI) is the ability to
perceive, understand and manage
your emotions and behavior as well
as others effectively
Current Issues and Controversies
with Diverse EI Measures
 Ability Measures




Independent of FFM
Weak convergent validity with other cognitive ability
measures
Scoring issues
Confounded with a measure of knowledge
 Self-Report (Mixed) Measures of EI and ESC




High correlations with FFM
Limitations of self-report
360 feedback
Tend to ignore context, situation and setting
Cherniss, C. (2009). Emotional Intelligence: Towards Clarification of a Concept. Rutgers
University
What Does EI and ESC Predict?
 A meta-analysis of 69 studies using diverse measures of EI correlated
.23 with job performance (k=19, N=4158) and .22 with general mental
ability (Van Rooy & Viswesvaran, 2004)
 New research by Joseph & Newman (2010) was based on 21
published meta-analytic studies and new meta-analysis of over 171
studies revealed:


Self-report (mixed) measures and ability based measures do not appear
to be assessing the same thing
“Mixed” measures show incremental validity over mental ability and
personality measures but it is not clear why

When dealing with high emotional labor jobs, all types of EI/ESC
measures exhibit meaningful incremental validity over cognitive validity
and personality (weaker or negative for low emotional labor positions)

Ability based EI measures favor women and Whites
Joseph, D. & Newman, D. (2010). Emotional intelligence: An integrative meta-analysis and cascading model.
Journal of Applied Psychology, 95, 54-78
What Does EI and ESC Predict?
 The most comprehensive meta-analysis by
O’Boyle et al. included 65% more studies and
twice the sample size to estimate EI and job
performance outcomes:

Trait, personality and mixed measures demonstrated
corrected correlations ranging from 0.24 ti 0.30 with job
performance

All measures show incremental validity over mental
ability and personality measures
O’Boyle, E., Humphrey, R., Pollack, Hawver, T. & Story, P. (2010). The
relationship between emotional intelligence and job performance: A meta-analysis.
Journal of Organizational Behavior, 10.1002/job.714
Goleman Emotional and Social Competence Model
http://www.eiconsortium.org
SelfAwareness
Social
Awareness
• Emotional Self-Awareness
• Accurate Self-Assessment
• Self-Confidence
• Empathy
• Organizational Awareness
• Service Orientation
SelfManagement
•
•
•
•
•
•
Self-Control
Trustworthiness
Conscientiousness
Adaptability
Achievement Orientation
Initiative
Social Skills
•
•
•
•
•
•
•
•
Developing Others
Leadership
Influence
Communication
Change Catalyst
Conflict Management
Building Bonds
Teamwork & Collaboration
Cascading Model Emotional Intelligence
Conscientiousness
Emotion
Perception
Cognitive
Ability
Emotion Understanding
Emotional
Stability
Emotion Management
Job Performance
Health
Emotional Intelligence View 360
Psychometrics and Research
Envisia Learning EI Competency Model
Self
Management
Relationship
Management
• Self-Development
••Self-Development
•Adaptability/Stress
Empathy
• Organizational Awareness
• Adaptability/Stress
•Tolerance
Service Orientation
•Tolerance
Self-Control
Trustworthiness
••Self-Control
Strategic Problem
••Trustworthiness
Solving Problem
• Strategic
• Achievement
Solving
Orientation/Drive for
• Achievement
Results
Orientation
• 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
EIV360 Psychometrics and Norms
 Moderately high internal consistency reliability
(Cronbach’s alpha) ranging from .74 to .89 across
all 17 competencies
 High intercorrelations between competency groups
(average r = .91 , p < .01)
 Factor analysis suggests a 5 factor solution (Eigen
values over 1.0) accounting for over 71% of the
variance suggesting that for research purposes an
overall EI score may be useful
EIV360 Psychometrics and Norms
 North American and European data base contains over 5,500 full time
working adults
 Diverse job levels from executives to independent contributors and
professionals
 No significant differences by age
 Women score significantly higher on Relationship Management (F =
7.3, p < .01) and Communication (F = 21.1, p < .05) competency
groups compared to men in the United States and higher on
Communication (F = 5.96, p < .01) competencies only for European
samples
 Those with higher education degrees report significantly higher
Communication EI scores compared to lesser educated participants
(F=7.58, p < .01)
 African Americans self-report significantly higher EI scores on overall
EI, Self-Management and Relationship Management competencies
compared to Whites (all p’s , >05) but no other ethnic/cultural
differences were found
EIV360 Analysis: Significant Differences by Country
Descriptives
95% Confidence Interval for
Mean
N
EIVTot
Ireland
Std. Error
Lower Bound
Upper Bound
5.2127
.79164
.05110
5.1121
5.3134
2959
5.3419
.71618
.01317
5.3161
5.3677
71
5.0624
.78447
.09310
4.8767
5.2481
Canada
706
5.6285
.73083
.02751
5.5745
5.6825
German
32
5.7031
.51809
.09159
5.5163
5.8898
304
5.5284
.70831
.04062
5.4485
5.6083
1872
5.4609
.92263
.02132
5.4191
5.5027
New Zealand
110
5.0622
.89417
.08526
4.8932
5.2312
Sweden
387
5.1463
.60940
.03098
5.0854
5.2072
55
5.4445
.67531
.09106
5.2620
5.6271
6736
5.3926
.79065
.00963
5.3737
5.4115
240
5.2642
.79934
.05160
5.1626
5.3659
2958
5.3807
.72217
.01328
5.3547
5.4067
71
5.1093
.84836
.10068
4.9085
5.3101
Canada
706
5.6745
.72669
.02735
5.6208
5.7282
German
32
5.7199
.51875
.09170
5.5328
5.9069
304
5.4829
.74082
.04249
5.3993
5.5665
1871
5.4727
.94106
.02176
5.4300
5.5153
New Zealand
110
5.1009
.89478
.08531
4.9318
5.2699
Sweden
387
5.2296
.63821
.03244
5.1659
5.2934
55
5.4259
.73532
.09915
5.2271
5.6246
6734
5.4234
.80094
.00976
5.4042
5.4425
240
5.0610
.89581
.05782
4.9471
5.1749
2958
5.2376
.82001
.01508
5.2080
5.2672
71
5.0394
.79606
.09447
4.8510
5.2278
Canada
706
5.4876
.84495
.03180
5.4252
5.5501
German
32
5.6675
.54158
.09574
5.4723
5.8628
304
5.4748
.77079
.04421
5.3878
5.5618
1872
5.3437
1.01730
.02351
5.2976
5.3898
New Zealand
109
4.9882
1.02597
.09827
4.7934
5.1830
Sweden
387
5.0215
.68030
.03458
4.9535
5.0895
55
5.4217
.67012
.09036
5.2406
5.6029
Denmark
Hungary
Spain
South Africa
Total
Ireland
UK
Denmark
Hungary
Spain
South Africa
Total
RelMgt
Std. Deviation
240
UK
SelfMgt
Mean
Ireland
UK
Denmark
Hungary
Spain
South Africa
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
A Comparison of EI in Leaders in Spain and
United States
Objective: Explored emotional intelligence in Spanish (740) and US (1,271) leaders in diverse industries.
Measures: Emotional Intelligence View 360
Results: Leaders in Spain rated themselves significantly higher on overall emotional intelligence compared to those in
the United States as did direct reports (p < .05). In Spain, boss ratings of leaders were significantly lower than self or direct
report ratings. No significantly differences between self, manager and direct report ratings were observed in the US
sample.
Conclusion: In general, leaders in Spain are rated significantly higher by direct reports and perceive themselves to be
more emotionally intelligent on the three major areas measured in this study (Self-Management, Relationship
Management and Communication).
Nowack, K. & Pons, B. (2009).
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.
EI, Organizational Commitment & Performance
Objective: Explored emotional intelligence, organizational commitment with job
performance among administrators in Universiti Teknologi Mara (UiTM ) Malaysis
Measures: Management View 360 Questionnaire as an index of job performance,
PeopleIndex for emotional intelligence and Organizational Commitment Questionnaire
for organizational commitment.
Design: The population in the study was 153 administrative managers working at UiTM
who completed a comprehensive survey measuring EI, commitment and performance.
Results: Job performance was positively related to emotional intelligence (r = .761, p =
0.001) and organizational commitment (r = .366, p = .001). Job performance is positively
related to emotional intelligence dimensions: self-management (r = .742, p = 0.001),
relationship-management (r = .746, p = .001) and communication (r = .766, p = .001).
Overall emotional intelligence was significantly associated with organizational
commitment (r = .354, p = .001).
Conclusion: Emotional Intelligence was significantly associated with both self-reported
organizational commitment and job performance.
Yusof, R. (2006). The Relative Influence of Emotional Intelligence and Organizational Commitment on Job Performance
of Administrators in UiTM. Unpublished Dissertation, University of Putra, Malaysia
EI & Academic Performance of Nurses
Objective: Explored the relationship between emotional intelligence and performance of third year
nursing students in a clinical course.
Measures: Emotional Intelligence View 360, Clinical evaluation scores on Nurses Related Learning
Experience (RLE; 60% professional and 40% personal), and overall grade point average.
Design: The population in the study was 48 third year nursing at the University of Santo Tomas,
College of Nursing. Students were asked to complete the Emotional Intelligence View 360 as part of
their curriculum during the year.
Results: Self-Management, Relationship Management and Communication competences were
significantly correlated (all p’s< .01) with RLE scores for both self ratings and other ratings. Self and
other emotional intelligence ratings were significantly associated with overall grade point average
ranging from .84 to .97 (all p’s < .01).
Conclusion: Emotional Intelligence was significantly associated with nursing academic performance
on qualitative and quantitative outcomes.
Agustin, V. et al. (2006). The Relationship Between the Competencies of Emotional Intelligence and the Performance
of Selected Junior Thomasian Nursing Students in their Related Learning Experience Course. A thesis presented to
the College of Nursing University of SantoTomas España, Manila
EI, Learner Autonomy & Performance
Objective: Explored emotional intelligence, learner autonomy, retention and academic performance
in students enrolled in an adult degree completion program.
Measures: PeopleIndex and the learner autonomy intentions measured the Learner Autonomy
Profile (LAP) Short Form (SF) were used. Student success was measured by cumulative grade point
average (GPA) and retention.
Design: 141 nontraditional undergraduates enrolled at a small, private, liberal arts college in the
northeastern U.S. completed web-based surveys measuring emotional intelligence and learner
autonomy.
Results: Emotional intelligence and learner autonomy were positively correlated (r = .486; p = .000; <
.01). Two of three emotional intelligence constructs to be predictors of retention but not grade point
average. Of the PeopleIndex competency groups, communication (p = .051) and relationship
management (p = .022) were the highest predictors of retention. Overall scores on PeopleIndex were
the single best predictor of overall learner autonomy. Self-management, but not Communication or
Relationship Management was significant predictors of learner autonomy in regression analyses. GPA
was not significantly correlated with EI in this study.
Conclusion: Emotional Intelligence was significantly associated with both retention and learner
autonomy.
Buvoltz, K., Powell, F. & Solan, A. (2007). Exploring Emotional Intelligence, Learner Autonomy and
Student Success in Accelerated Undergraduate Degree Completion Programs. Manuscript submitted
for publication. Regent University, Virginia
EI and Transformational Leadership
Objective: Explored the relationship between emotional intelligence and transformational
leadership.
Measures: Emotional Intelligence View 360 and the Multi-Factor Leadership
Questionnaire (MLQ-36; Avolio & Bass).
Design: Surveys were administered to 57 managers in a multinational company within
the electronics industry.
Results: Transformational leadership scales of the MLQ-36 were significantly associated
with Self-Management (r = .93, p < .01), Relationship Management (r = .70, p < .01) but
not Communication competencies (r = .52, p = .16). Transactional leadership was
significantly correlated with Self-Management (r =.95) but not significantly with
Relationship Management (r = .70) or Communication (r = .36). Laissez-Fair leadership
was not significantly correlated with Self- Management (r = -.15), Relationship
Management (r = -.42) or Communication (r = .40). Transformational leadership was
significantly correlated with Transactional Leadership (r = .91, p < .01) and modestly
correlated with Laisse-Faire Leadership (r = .40).
Conclusion: Emotional Intelligence was significantly associated with both
transformational and transactional aspects of leadership.
Pedro, M. L. (2006). Emotional Intelligence and Transformational Leadership. Unpublished
Manuscript. Masters Thesis, University of Edora, Portugal
EI and Transformational Leadership
Objective: Explored the relationship between emotional intelligence and
transformational leadership. .
Measures: Emotional Intelligence View 360 and the Multi-Factor Leadership
Questionnaire (MLQ-36; Avolio & Bass).
Design: The population in the study included 23 female managers from several
businesses/industries from Canada (6), Mexico (10), and the UK (7).
Results: Regression analyses indicated that overall EI was the single best predictor of
transformational leadership (r²=0.45). Self-Management, Relationship Management and
Communication were significantly correlated with Transformational leadership (rs = .66,
.65, .54, all p’s < .01).
Conclusion: Emotional Intelligence was significantly associated more strongly with
transformational versus transactional leadership outcomes.
Flores, M. (2007). Emotional Intelligence and Transformational Leadership in Female
Managers. Unpublished Thesis, University of Arkansas, Little Rock
EI and Transformational Leadership
Objective: Explored the relationship between emotional intelligence and transformational
leadership.
Measures: Emotional Intelligence View 360 and the Transformational Leadership Scale
(Podsakoff et al. 1990). A measure of satisfaction with leadership, global satisfaction,
and follower’s performance were also included in this study.
Design: The population in the study was 120 managers working within a banking
organization in Portugal and 299 of their direct reports.
Results: Overall EI, Self-Management, Relationship Management and Communications
were correlated with transformational leadership behaviors in leaders (r = .74, .68, .76.
64, respectively; all p’s < .01) and with transactional leadership (r = .59, p < .01). A
positive correlation between EI, transformational leadership behaviors in leaders and
performance and satisfaction in their followers (only the EI communications scale
significantly was associated with follower’s performance; r =.18, p < .05).
Conclusion: Emotional Intelligence was significantly associated more strongly with
transformational versus transactional leadership outcomes.
Ana Maria Rocha, Madalena Melo, Nuno Rebelo dos Santos & Adelinda Araújo Candeias (2007). The Relationship
between Emotional Intelligence and Transformational and Transactional Leadership. Universidade de Évora,
Departament of Psychology, Portugal
EI, Stress and Coping
Objective: Explored the relationship between emotional intelligence, stress, coping and
well-being.
Measures: Emotional Intelligence View 360 (EIV360) and StressScan.
Design: Measures were administered to 109 executive MBA students working full time
during one of their required leadership courses in 2008.
Results: In multiple regressions, overall manager EI ratings (b = .25, t(84) = 2.5, p < .01)
incrementally predicted Threat Minimization coping above overall self-ratings accounting
for .17 of the variance in this dependent variable (b = .34, t(84) = 3.4, p < .01). No other
significant associations were found in regression analyses between emotional
intelligence, stress, coping and well-being.
Conclusion: Emotional Intelligence was significantly associated with Threat Minimization
coping in this EMBA sample of men and women. Students with higher EI tended to be
more perceptive of their stressors as indicated by using a type of coping that
acknowledges feelings and puts closure to them, rather than ruminating and obsessing
about them. Women students reported significantly higher levels of Cognitive Hardiness
but no more stress (F (1,107) = 6.12, p < .01), Type A behavior, emotional intelligence or
well-being compared to men (all p’s > .05).
Lukaj, M. (2010) Emotional intelligence and stress: An exploratory study. BA Honours Business
Studies Dissertation, University of the West of England, Bristol
EI, Stress and Hardiness
Objective: Explored emotional intelligence, self-reported stress and cognitive hardiness in 109
Executive MBA students in a cross-sectional design.
Measures: Emotional Intelligence View 360 and the stress/resilient measure StressScan.
Design: 109 Executive MBA students were administered EIV360 and StressScan concurrently as
part of their academic program. Regression analysis was used to explore f the extent to which overall
EI and specific sub-scales predicts stress, cognitive hardiness and psychological well-being outcomes.
Results: No significant predictor variance was found between overall EI scores and stress, hardiness
and well-being However adaptability scores of EIV360 were a significant predictor variable for
hardiness and well-being scores, whereas self-control was a significant predictor variable of stress
scores.
Conclusion: Self-management competencies (adaptability/stress and self-control) were significantly
associated with stress, cognitive hardiness and psychological well-being providing evidence of
convergent validity with these EI scales. Emotional intelligence coping appears to be associated with
both resilience and global life satisfaction (psychological well-being).
Jessica Marie McGourty (2010). Emotional Intelligence and its relationship in predicting EMBA
student’s work/ life stress and hardiness and well-being using self-report measures. Dissertation
submitted as partial requirement for Masters of Sciences in Occupational Psychology, University of
Worcester, UK
Emotional Intelligence and Leadership
Performance
Objective: To explore EI competencies and performance in 21 high potential leaders within
diverse industries and to identify factors associated with the highest performing individuals.
Measures: PeopleIndex was used to assess EI and senior management ratings were used to
evaluate performance of the high potential leaders.
Design: Participants for this study consisted of 21 middle managers in diverse industries.
Interviews will be conducted with a randomly sampled group of study participants to identify
success factors associated with high and low performers.
Outcome: ANOVA analysis found no significant differences in EI by competency group (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
University of Barcelona Emotional Intelligence
Educational Research Project
Objective: To compare the impact of a one-year emotional intelligence education program to
postgraduate students compared to a control group at the University of Barcelona.
Measures: Emotional Intelligence View 360 (EIV360 self-assessment), MSCEIT (Mayer, Salovey,
Caruso, & Sitarenios (2003), StressScan, QDE-A (self-report measure of emotional competencies
with more about the design at http://stel.ub.edu/grop/files/Competencias_emocionales-P.pdf )
Design: Subjects for this study will be approximately 200 postgraduate students at the University
of Barcelona and Universitat de Lleida. Graduate students were divided randomly into a control
and experimental group who participated in a one-year EI educational education. Pre and Post
measures were collected on all assessments.
Outcome: No significant correlations were found between the mixed measure EIV360 and ability
measure subscores of the MSCEIT for 110 subjects. MSCEIT Overall, Emotional Experiencing
and Emotional Reasoning subscores and overall EIV360 correlations were .12, .07, .12,
respectively, all p’s > .05). The competencies of Trust and Empathy were significantly correlated
with the Managing Emotions, Using Emotions branches of the MSCEIT as well as the total score
(average r’s = .25, p < .01).
This finding provides construct validity to this mixed EIV360 measure of emotional and social
competence. Additional analyses are pending with the other measures
Rafael Bisquerra Alzina, Nuria Perez Escoda, Laura Mari. Departmento MIDE Facultad de Pedagogia. Universidad de
Barcelona (2012)
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.
Emotional Intelligence in Achieving Success in
Women in Engineering and Technology
Objective: To examine the use of emotional intelligence (EI) and perceptions of success and burnout
among women in technology to better understand what EI competencies are needed to be successful.
Measures: PeopleIndex and Maslach Burnout Inventory (MBI)
Design: A mixed method approach was used, which consisted of three surveys and an interview. 23 female
participants who earned a technical degree or who had a minimum of 5 years’ experience in a technical field
participated in the study
Outcome: the study found that success was defined as others’ favorable perceptions of them, their own
feelings of happiness, and making a difference. Nearly all participants (19 of 23) reported that the top factor
that influenced their success in engineering and technology was EI with their competency ranging from
neutral to high in self-management, relationship management and communication. Twenty-one of the
participants identified influence as the most important skill to develop as a woman progresses in her career,
with strategic relationships second
Significant correlations were observed with the MBI emotional exhaustion scale and overall EI, and each of
the three main competency groups (r’s = -.476, -.407, -.482 and -.461, all p’s < .05) as well as specific
competencies (Stress/Adaptability r = -.53, building strategic relationships, sensitivity/empathy, collaboration
and listening. Significant associations were also observed between the MBI scale of Professional Efficiency
and both overall EI and six competency scores. No significant relationship was found between the MBI
cynicism scale and any EI competencies. These finding provide criterion related validity to this mixed
EIV360 measure of emotional and social competence and job burnout.
Kim Elisha Proctor (2011). The role of emotional intelligence in achieving success for women in engineering and technology.
The George L. Graziadio School of Business and Management at Pepperdine University for a Master of
Science in Organization Development
Emotionally Unskilled & Unaware

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 SelfRating
33%
-

Correlations with the MSCEIT Overall,
Emotional Experiencing & Emotional
Reasoning subscores and EIV360
were .12, .07, .12, respectively, all p’s
> .05) for 110 participants
Envisia EIV360

-
+
MSCEIT
Administration of the
Emotional Intelligence View 360
Assessment
EIV360 360° Feedback Process
Voluntary
Sign-Up
1. Adding
Participants
EIV360 360° Feedback Process
1. Adding
Participants
2. E-Mail
Briefing
Participant Invitation
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
EIV360 360° Feedback Process
1. Adding
Participants
2. E-Mail
Briefing
3. Rater
Nomination
4. Manager
Approval
5. Questionnaire
Invites Sent
EIV360 Assessment Email Sent
EIV360 360° Feedback Process
1. Adding
Participants
2. E-Mail
Briefing
3. Rater
Nomination
6.
Questionnaires
Completed
4. Manager
Approval
5. Questionnaire
Invites Sent
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
Interpreting the
Emotional Intelligence View 360
Feedback Report
Emotional Reactions to Feedback: GRASP Model
Grin or Grimace
Recognize or Reject
Act or Accept
Strategize &
Partner
Emotional Reaction
Cognitive Reaction
Commitment Reaction
Behavioral Reaction
Emotional Intelligence View 360
Feedback Report Expectations
 Much of the feedback will be validating
 Some feedback might be surprising
 Participants will have some type of emotional
reaction to it
 Not all rater groups necessarily experience
the participant in the same way
 The participant will have a lot of information
to review and reflect on
Emotional Intelligence View 360
17 EI Competencies/ 74 Behaviors
Self
Management
Relationship
Management
• Self-Development
••Self-Development
•Adaptability/Stress
Empathy
• Organizational Awareness
• Adaptability/Stress
•Tolerance
Service Orientation
•Tolerance
Self-Control
Trustworthiness
••Self-Control
Strategic Problem
••Trustworthiness
Solving Problem
• Strategic
• Achievement
Solving
Orientation/Drive for
• Achievement
Results
Orientation
• 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
Confidentiality of the 360 Feedback Process
KEY POINTS
 All raters are anonymous except for the “manager”
 Online administration uses passwords to protect
confidentiality (Internet administration)
 No line or bar graphs are shown unless at least two
raters respond in a rater category (anonymity
protection)
 The summary feedback report is shared only with
the respondent and is intended for development
purposes only
 The respondent decides how much of the summary
feedback report he/she wants to share with others
Self-Other Perceptions:
What Are Others Really Rating?
BOSS
Performance
REPORTS
Derailment
Factors (EI)
PEERS
Leadership
Potential
EIV360 Feedback Report Components




Introduction
Self-Awareness View “Johari Window”
Self-Other Rater Comparisons
Most and Least Frequently Observed
Behaviors
 Overall Competency/Behaviours
Summary
 Written Comments
 Developmental Action Plan
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.
4.
Potential Strengths (Low Self Ratings & High Other
Ratings)
Confirmed Strengths (High Self Ratings & High Other
Ratings)
Potential Development Areas (High Self Ratings & Low
Other Ratings)
Confirmed Development Areas (Low Self Ratings & Low
Other Ratings)
Emotional Intelligence View 360
Awareness View
Accurate Self-Other Ratings
High EI
Positive Illusions and Self-Delusions
 In general, self-ratings are inflated
relative to others
 Overestimators tend to be:






Executive level
Male
Older
Less educated
Those with greater tenure
Those who supervise more employees
Ostroff, Atwater & Feinberg (2004). Understanding self-other agreement: A look at rater
and ratee characteristics, context and outcomes. Personnel Psychology, 57, 333-375
The “Strengths” Question:
Is it Always a Good
Strategy to Leverage Client
Strengths?
The “Strengths” Conundrum
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
The “Strengths” Conundrum
A curvilinear relationship
exists between personality
(e.g., Emotional Stability)
and job performance)
A history of some lifetime
adversity predicts better
outcomes than high or no
adversity
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.
Seery, M. (2011). Resilience: A silver lining to
experiencing adverse life events? Current
Directions in Psychological Science, 20, 390394.
A study of 340 outboundcall-center representatives
supported the predicted
inverted-U-shaped
relationship between
extraversion and sales
revenue
Ethical leadership
demonstrated a linear
relationship with deviant
behavior of employees
but a curvilinear
relationship with
organizational citizenship
behaviors (OCB) in 3
studies
Grant., A. (2013). Rethinking the Extraverted
Sales Ideal: The Ambivert Advantage.
Psychological Science, 24, 1024–1030.
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.
Coaching to Confirmed Strengths
Reflect and Manage
Understand and Deploy Strengths
Combine to Overcome Weaknesses
Explore Team Strengths for Balance
Leverage to Avoid Overuse
Accurate Self-Other Ratings
High EI
Coaching to Confirmed Development Areas
Evaluate Importance and Desire
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
Coaching to Potential Development Areas
Monitor and Refine
Understand How Others
Perceive Your Strengths
Refocus your Branding
Calibrate and Avoid
Overusing your Strengths
Seek Additional
“Feedforward”
Implications of
Overestimation on
Health Outcomes
Personality Correlates of Overestimators
 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
Overestimators (High Self /Low Other
Ratings)
•
High
Achievement
•
High Self
Esteem
• High
Social
Desirability
• Low
Anxiety
Goffin, et al., 2009
Repressive Coping and Health
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
Type D Personality
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
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
Positive Psychological Well-Being (PSWB)
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.
Boehm, J. et al., (2012). The heart's content: The
association between positive psychological well-being
and cardiovascular health, Psychological Bulletin, 138,
655-691.
Implications of
Underestimation for
Coaching
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
Positive Illusions and Self-Delusions
 In general, self-ratings are
lower relative to others
 Underestimators tend to
be:



Female
Talent in high power
cultures
Talent in highly
collectivist cultures
Nowack, K. & Mashihi, S. (2012). Evidence Based Answers to Ten Questions about
Leveraging 360-Degree Feedback. Consulting Psychology Journal: Practice and
Research, 64, 157–182
Coaching to Potential Strengths
Deploy and Evaluate
Identify Need/Opportunity to
Deploy Strengths
Combine with Other Strengths
Celebrate Success
Develop Complimentary Skills
Emotional Intelligence View 360
Graphs Self-Other Perceptions
KEY POINTS
 Emotional Intelligence View 360 uses average
scores based on the 1 to 7 frequency scale
 The bar graphs summarize self and other
perceptions on each of the 17 separate EIV360
competencies
 The legend to the right of the graph will
summarize average score and number of
raters for each category
 Range of scores for each rater group are
graphed
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
Necessary Ingredients for Behavior Change
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)
• Readiness to change
• (clarification of motivations and
beliefs)
Encourage
• 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
Randomised Executive Coaching Study
Goal Attainment
360 Feedback and Manager Involvement
 62% of the respondents reported being
dissatisfied or highly dissatisfied with the
amount of time their manager spent helping
with a development plan
 More than 65% expressed strong interest in
utilizing an online follow-up tool to measure
progress toward behavior change
Rehbine, N. (2006). The impact of 360 degree feedback on leadership
development. Unpublished doctoral dissertation.
Leader as Performance Coach
 A 2008 survey of over 2,000
international employees and 60 HR
leaders reported that 84% of managers
are expected to coach talent but only
52% actually do (only 39% in Europe)
 Only 24% of all leaders are rewarded or
recognized for coaching and developing
talent
 85% of all managers and employees
see value in leaders as coaches but
32% of managers reported it takes too
much time and interferes with their job
The Coaching Conundrum 2009: Building a coaching culture that drives organizational success.
Blessing White Inc. Global Executive Summary
Leveraging the Impact of
360 Feedback for
Successful Behavior
Change
Translating Awareness into Behavior Change
Step 2
Reflect/Plan
Momentor
Step 3
Track/Monitor
Coach
Accelerator
96
Coaching and Behavior Change Model
Conscious
Incompetence
Conscious
Competence
Unconscious
Incompetence
Unconscious
Competence
360 Degree
Feedback
Momentor,
Coaching
and Goal
Evaluation
 Orchestral musicians preferred
creating music when they were
encouraged to mindfully incorporate
subtle nuances into their
performance
 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.
Competence
Unconscious
Competence
Performance
(Attention &
Passion)
Mindless
Competence
Inattention &
Indifference
Low
 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
Mindful
High
Unconscious Competence and Peak Performance
Choose a suggested goal
99
Momentor Features and the 70/20/10 Rule
Lombardo & Eichinger (1996)
Action Items and
Practice Plans
Goal Mentors
Competency
Based Resource
Library
100
Practice Plans
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
Using the Resource Library
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…
•
•
•
•
•
•
•
Your resource library will be based on, and
linked to, your specific competency model
Articles
Audio
Books
On-the-job activities
Video
Websites/ blogs
Workshops/
Seminars
102
Behavioral Engineering Theories Behind Momentor
Theorist
Elements of Change
Momentor Features
Prochaska & DiClemente
(1983)
Transtheoretical/Readiness to Change Model
360 Goal Wizard
McCall, Lombardo, &
Morrison (1988)
70/20/10 Development Model
Goal Setting—Action Plans
Gollowitzer, P. (1999)
Implementation Intentions as Triggers for
Behaviour Change
Goal Setting—Practice Plans
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.)
Goal Setting—Outcome Goals,
Action Plans, and Practice
Plans
Ariely , D. (2009)
Predictably Irrational—People Have a Natural
Tendency to Underestimate the Influence of
Factors Affecting Behaviors
Goal Mentors
Deci & Ryan (2002)
Pink, D. (2009)
Goldsmith, M. (2002).
Self-Determination Theory Posits that Autonomy,
Competence & Relatedness/Purpose Drives
Behaviour Change
Goal Evaluation/Progress
Pulse
Heath, C. & Heath, D. (2005)
Switch—Environmental/Cultural Issues Affecting
Behaviour Change
Coaching Portal
Thaler & Sunstein (2008)
Nudge/Behavioral Economics—Choice
Architecture (Libertarian Paternalism)
Reminders (email/text)—
Practice Plans, Goal Progress
& Goal Evaluation
103
Evidence Based
“Best Practices”
Summary
Envisia 360 Feedback Study
STUDY
 Focus groups and individual interviews with
key stakeholders
 Surveyed 360 participants and their managers
for several “model” programs used for
developmental purposes
 Average lag was 1.2 years following the use of
the 360 intervention
Nowack, K., Hartley, J. and Bradley, W. (1999). Evaluating results of your
360-degree feedback intervention. Training and Development, 53, 48-53
Envisia 360° Feedback Study “Best Practices”
 Provide individual coaching to assist in interpreting and
using the 360 feedback results
 Hold participant and manager accountable to create and
implement a professional development plan
 Track and monitor progress on the completion of the
development plan
 Link the 360 intervention to a human resources
performance management process
 Use 360 tools with sound psychometric properties
 Target competencies for 360 feedback interventions that
are related to strategic business needs
Nowack, K. (2005). Longitudinal evaluation of a 360 degree feedback program: Implications for
best practices. Paper presented at the 20th Annual Conference of the Society for Industrial and
Organizational Psychology, Los Angeles, March 2005
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”
360° Feedback Selected References













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). Evidence 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.