1 The Creation of the Emotional and Social Competency Inventory (ESCI) Findings from a pilot study to achieve a higher psychometric standard with the ECI by Richard E. Boyatzis, PhD Professor in the Departments of Organizational Behavior and Psychology Case Western Reserve University Department of Human Resources, ESADE Summary The challenge The Emotional Competence Inventory (ECI-2) and the ECI-U (University Version) show acceptable validity and reliability in a variety of studies; in fact, levels that are relatively rare for tests available to most practitioners and consultants. However, there is some criticism of our approach to conceptualizing and measuring EI in the professional research community. In some studies the competency scales do not appear valid as separate scales and the clusters do not differentiate themselves from each other. While this is of less concern to accredited users of the ECI, we decided to seek out a higher psychometric standard. Our response We started by re-conceptualizing the tests, both the ECI-2 and the ECI-U, as measures of social and emotional 0 intelligence competencies. We then reviewed every item (360 survey question) and competency scale, applying factor analyses and revising them as necessary to ensure that they identified specific behaviors and were understandable and concise. This resulted in fewer competencies (12 instead of 18) and replaced the ECI-2 algorithm based on developmental levels with a measure based on consistency of behavior. The new instrument resulting from this work, the Emotional and Social Competency Inventory (ESCI), was piloted with a total of 116 participants and 1022 raters in the US and the UK. The findings The pilot study affirmed that the ESCI measures the behaviors that matter: those that contribute to effective performance. The psychometric standards achieved in the statistical analyses provided reassurance that the ESCI focuses on behaviors and the relationships between them that are observable, recognizable and distinct. The removal of developmental levels delivers a behavioral model which can be applied more satisfactorily to a wide range of work contexts, job roles and levels. The feedback package behind the ESCI will show participants how others experience their behavior in terms of the consistency with which they demonstrate emotional and social intelligence competencies. It will help participants to appreciate their strengths, to recognize how consistently they do certain things, and to identify what they can do more of to be even more effective. The implications The outcome of this work for the coaches and practitioners who are accredited to use the ECI is that there is now a choice of instruments. While we are more than pleased with the psychometric goal that the ESCI has attained, and satisfied that the revisions to the items and feedback package ensure even wider applicability, we realize that there are many reasons why practitioners may want to continue to use the ECI-2, or to use both in different circumstances.
2 What challenge were we facing? Since 1970, when the first competency study was conducted, we have established that competencies predict effectiveness in all sorts of management, leadership, and professional roles. This has been shown in a thousand or more empirical studies, which have taken place in many countries. And yet the quest for academic legitimacy and recognition continues. The ECI-2 and ECI-U show acceptable validity and reliability in a variety of studies. It measures what it s supposed to measure, and it measures it consistently. People doing research with it feel it complements the 0 existing tests of emotional intelligence. As a 360 test of competencies it is one of a number in the market, but the only one with some momentum to date. Coaches using the ECI-2 and ECI-U feel they significantly help their clients and students to examine their emotional, social, and cognitive competencies and to develop them. They offer a number of distinctive features that coaches appreciate and value, like the developmental levels and feedback format. Through the efforts of colleagues at the Hay Group we have run many research projects using the ECI and ECI-U worldwide, and have built an increasing worldwide network of accredited ECI users. This has been good for the field, and has helped many people to appreciate and develop their strengths and talents. Why does the ECI pose this challenge? 0 Part of this stems from a conceptual problem that we imposed on the 360 instrument. When we use behavioral sources, like comprehensive Behavioral Event Interviews (BEIs) or videotaped simulations, we 0 derive alternate manifestations of the underlying competency. But when we move to a 360 test, we are asking untrained informants not trained coders to assess an individual and his or her behavior. And when informants are responding they need more guidance. We realized we could offer this guidance by integrating the intent behind a behavior into the wording of each item in the ESCI and ESCI-U. How big is the challenge? It is worth noting that the sound levels of validity (i.e. the instrument measures what it is designed to measure) that we have achieved with the ECI-2 and ECI-U are relatively rare for tests available to most practitioners and consultants. Most of the tests currently sold do not have this type of analytic back up. Of course, the tests used primarily in research are a different story. In the EI arena, the MSCEIT shows all of these characteristics, but less predictive validity against performance measures. The EQ-i (Reuven Bar-On s measure which is now a 3600 as well as self-assessment) shows most of the same dilemmas as the ECI-2 and ECI-U. The Dulewich measure suffers from similar challenges I don t know about the Fong measure but less has been published on them. In the competency assessment arena, no tests or measures have successfully overcome all of these challenges, despite hundreds of published studies. So we chose to chase an important standard and goal that most have ducked in the field of practice, and some even in the research. What did we do to address it? A re-conceptualization We re-conceptualized the tests, both the ECI-2 and the ECI-U, as measures of social and emotional intelligence competencies 1. We realized the need to differentiate the Self-Awareness, Self-Management and Social 1 Actually, the WSOM and ESADE versions of the ECI-U also include the two major cognitive intelligence competencies, namely Systems Thinking and Pattern Recognition
3 Awareness competency clusters from the Relationship Management cluster (previously known as Social Skills). In particular, we wanted to differentiate those competencies that focus on the use of one s ability to understand and use emotions about oneself from the ability to understand and apply emotional understanding when dealing with others. The division between Emotional and Social Intelligence seemed to be the best way to address this. So the new tests are now called: The Emotional and Social Competency Inventory (ESCI) and The Emotional and Social Competency Inventory University Version (ESCI-U). However, there is some criticism of our approach to conceptualizing and measuring EI in the professional research community, and this has started to affect practitioners. While the detailed research programs and analyses using the ECI-2 and/or ECI-U continue to show reliability and validity, they also indicate instability: that is, the competency scales do not often appear valid as separate scales. In some of these studies the clusters do not differentiate themselves from each other. The major cause is that the scales and clusters are intercorrelated at a high level. This has not been an issue for coaches and practical users of the test, but it does raise questions in the academic community. and a re-examination In addition, we ve examined every item (question) and competency scale against three criteria: Does it really differentiate from any of the other scales? Is it close to the related behavior that we observe in BEIs, videotapes and simulations? Can we drop this scale or item in order to achieve greater conciseness? Some of the existing items and scales were good and some were less so (like many items in Initiative and Conflict Management). Some automatically collapsed into one larger scale in every data set with correlations of.85 to.95 (like Emotional Self-Awareness and Accurate Self-Assessment). So we decided which items to change and sought guidance in changing them by: going back to an assortment of actual BEIs, videotapes and simulations to reacquaint ourselves with the actual behavior that we, and others, saw. increasing the number of items per scale to 6 for the ESCI (5 plus 1 reverse-scored item in most scales) and 5 for the ESCI-U (because the ESCI-U is hand-scored, reverse-scored items will not be included in the ESCI- U, the same as in the present ECI-U). We do not expand the length of the test, which is at a burdensome maximum already, because the total number of competency scales is reduced. revisiting the wording of the items for each scale to ensure considerable overlap in language and concepts. using statistical results from many analyses of doctoral students in their dissertations, as well as detailed exploratory and confirmatory factor analyses. A statistical review of scale structure, reliability and validity To increase the reliability 2 in terms of Exploratory and Confirmatory Factor Analysis and Item Response Theory, and in the hope of establishing better divergent validity 3 of the scales and clusters, we needed to include more items per scale. Three data analyses were used in our work on scale redesign: 2 The extent to which the instrument yields consistent results with repeated use. 3 The extent to which the instrument yields results that indicate different, distinguishable competencies and clusters of competencies.
4 1 2 3 The correlation matrix of the scales by Steve Wolff in the November, 2005 Technical Manual (n = 21,256); The Exploratory Factor Analysis by Boyatzis and Sala, 2004 (n ~ 6,500); The correlation matrix generated from the factor scores of the Confirmatory Factor Analysis scale correlations by Joan Manuel Battista, 2005 (n ~ 6,500). In addition, reliability calculated with Cronbach s alpha was used. and revisions to the competency scales To take into account the high intercorrelation among certain scales, and to help create more divergent validity among the scales and clusters (but keep the time burden of test completion the same as it is now) we reduced the number of competencies to 12. The ESCI competencies are now: Emotional Self-Awareness: Recognizing one s emotions and their effects Emotional Self-Control: Keeping disruptive emotions and impulses in check Adaptability: Flexibility in handling change Achievement Orientation: Striving to improve or meeting a standard of excellence Positive Outlook: Persistence in pursuing goals despite obstacles and setbacks Empathy: Sensing others feelings and perspectives, and taking an active interest in their concerns Organizational Awareness: Reading a group s emotional currents and power relationships Coach and Mentor: Sensing others development needs and bolstering their abilities Inspirational Leadership: Inspiring and guiding individuals and groups Influence: Wielding effective tactics for persuasion Conflict Management: Negotiating and resolving disagreements Teamwork: Working with others toward shared goals. Creating group synergy in pursuing collective goals. See Appendix 1 for an outline of the thinking behind the removal, merging or change of some of the ECI-2 competencies, and Appendix 2 for the revisions made to the ECI-U competencies. Removal of developmental levels We dropped the competency developmental levels. This was a direct result of revising the wording of items for each scale to ensure overlap in language and concepts, and the consequence has been the ESCI s improved psychometric rigor. This does not affect the ESCI-U because the ECI-U doesn t use developmental levels. Competency levels can be helpful in capturing desired behaviors in a tailored competency model for a specific client. But when moving to generic models that should be valid across different roles and contexts, it becomes harder to apply them meaningfully for participants. Many accredited coaches also reported that their clients
5 attempts to transform scores from the item responses to the levels often distracted from the true purpose of the coaching process. Why does the ECI pose this challenge? Those who find the developmental levels critical can continue to use the ECI-2. and removal of target levels The removal of developmental levels results in the removal of the algorithm that lies behind the ECI-2 and therefore the removal of a target level for each competency. Instead, competency scores are presented in terms of consistency of demonstration (from Never to Consistently ) and summarized as an average score. In the future we are considering re-introducing tipping points (points on the scale that differentiate performance for each competency) once we have collected and analyzed a larger, representative sample with performance data. As a proxy for tipping points, norms for the ESCI will be established on the basis of frequency of demonstration of the competencies by the sample population participants will be able to compare their score against the 25th to 75th percentile range. Initially the sample population will consist of the pilot group, but it will grow with the use of the instrument. When sufficient data have been generated, norms will be re-calculated and re-applied. And, finally, testing of all these changes in a pilot study A pilot study was conducted with a total of 116 participants (79 from the U.S. and 37 from the U.K.) and 1022 raters (810 from the US and 212 from the UK). Raters were asked to fill out the pilot ESCI and provide feedback on the questions and the instrument as a whole. The intended number of items per competency in the final instrument was six; however, the pilot study contained an extra two items per competency. This allowed us to choose the best six items and eliminate the poorer ones. In choosing the final items we tried to maintain one reverse-scored item per competency. Reverse-scored items are useful to break up the rhythm in answering questions they help to ensure that raters read and carefully consider each item. Once we selected the best six items, we examined raters comments to clarify and improve the wording of any items that users indicated were problematic. What did we conclude from the pilot? The ESCI Model The revised model of emotional and social intelligence emerging from our research contains 12 competencies organized into four clusters: Self-Awareness, Self-Management, Social Awareness, and Relationship Management. These clusters are the same as the ECI-2. Self-Awareness concerns knowing one s internal states, preferences, resources and intuitions. Self-Management refers to managing one s internal states, impulses and resources. Social Awareness refers to how people handle relationships and awareness of others feelings, needs and concerns. Relationship Management concerns the skill or adeptness at inducing desirable responses in others. 4 4Although self-awareness serves as a foundation for the other clusters of competencies, ECI-2 scores often showed lower scores for self-awareness than for the competencies that theoretically build upon it. This is because it is difficult for raters to assess a person s self-awareness. In the ESCI we attempted to correct this issue by re-wording the items to reflect behaviors that would be more visible
6 - - Psychometric properties: Reliability The reliability of the scales in the ESCI remains comparable with the ECI-2. Table 1 shows the reliabilities for each competency and provides a comparison with the most similar ECI-2 competencies. These numbers are based on the pilot study, which contained 1022 raters. Table 1: Cronbach s Alpha Reliability for ESCI Competencies Cronbach s Alpha Reliability for ESCI Competencies Cronbach s Alpha Reliability 5 for the most similar ECI-2 Competencies Emotional Self-Awareness.83 Emotional Self-Awareness.87 Achievement Orientation.74 Achievement Orientation.77 Adaptability.76 Adaptability.73 Emotional Self-Control.80 Emotional Self-Control.83 Positive Outlook.76 Optimism.75 Empathy.79 Empathy.80 Organizational Awareness.76 Organizational Awareness.80 Conflict Management.84 Conflict Management.73 Coach and Mentor.83 Developing Others.85 Influence.74 Influence.76 Inspirational Leadership.79 Inspirational Leadership.86 Teamwork.87 Teamwork & Collaboration.75 5 Total Others Ratings (N = 22,089), as referenced in the ECI Technical Manual November 2005.
7 Psychometric properties: Factor Analysis 6 A principal axis Exploratory Factor Analysis with promax rotation showed the factor analytic properties of the instrument to be outstanding. Table 2 shows a summary of the results of the factor analysis. Table 2: Summary of Factor Analysis Results Competency Emotional Self-Awareness Achievement Orientation Adaptability Emotional Self-Control Positive Outlook Empathy Organizational Awareness Conflict Management Coach and Mentor Influence Inspirational Leadership Teamwork Summary of Factor Analysis Results 4 of 6 questions loaded on expected factor 5 of 6 questions loaded on expected factor 5 of 6 questions loaded on expected factor The ESCI as a new instrument Naming the new instrument ESCI recognizes the fact that it measures both emotional intelligence competencies (i.e. those in the self-awareness and self-management clusters) and social competencies (i.e. those in the social awareness cluster and the relationship management cluster). The pilot study has reaffirmed that the ESCI measures the behaviors that matter: those that contribute to emotionally and socially effective performance. The psychometric standards achieved in the statistical analyses provide reassurance that the ESCI focuses on behaviors and the relationship between them that are observable, recognizable and distinct. Item choice and wording The final items (a total of 72) were drawn from a larger number of piloted items (96), allowing us to select the most valid and reliable ones. In the final version of the ESCI: each competency scale has five items and most have an additional reverse-scored item. the items in each competency contain a key word or phrase to link all items in a scale. This is often related to the intent of the expressed competency or the central concept of the competency. This means that the instrument is easier to understand and complete, enhancing the credibility and usefulness of participants feedback data. The removal of developmental levels (resulting from the re-wording of items) delivers a behavioral model which can be applied more satisfactorily to a wide range of work contexts, job roles and levels. 6 See G. Buchanan and M. Seligman (eds.), Explanatory Style (Hillsdale, NJ: Lawrence Erlbaum.)
8 The ESCI feedback package After completing the ESCI and seeking feedback from others, participants will receive an ESCI feedback report which, as with the ECI-2, provides the basis for a coaching conversation. The feedback package behind the ESCI will show participants how others experience their behavior in terms of the consistency with which they demonstrate emotional and social intelligence competencies. The format of the feedback report, and the removal of developmental levels, will free participants from the performance anxiety that can result from comparing their data to a set of target levels: levels which may or may not be relevant to their job roles. Instead, it encourages participants to appreciate their strengths, to recognize how consistently they do certain things, and to identify what they can do more of to be even more effective. What does this mean for users of our EI instruments? Choosing between the ECI-2 and the ESCI The outcome of this work for the coaches and practitioners who are accredited to use the ECI is that there is now a choice of instruments. While we are more than pleased with the psychometric goal that the ESCI has attained, and satisfied that the revisions to the items and feedback package ensure even wider applicability, we realize that there are many reasons why practitioners may want to continue to use the ECI-2, or to use both in different circumstances. The ESCI will be of particular value when working with clients for whom: the statistical rigor of the instrument is critical (i.e. university and college faculty who may want to study feedback data in detail or track it over time). the algorithm, developmental levels and target levels may detract from the coaching conversations they need to have about their personal strengths and aspirations. the focus on 12 competencies (instead of the ECI-2 s 18) provides the basis for more meaningful coaching conversations. improving their performance by being more consistent in a range of behaviors makes more sense than increasing the complexity of specific behaviors doing more of what you already do well is a great way to become more effective! However, the ECI-2 will meet the needs of clients who: need to make comparisons between current feedback data and previous ECI feedback. want to compare composite data, across a group of participants, to previous ECI feedback for the same or different groups. find the ECI-2 developmental levels useful and applicable to their organization. need the credibility that comes from the large database behind the ECI-2, and are unwilling to wait for the ESCI database to grow sufficiently to meet their needs. Because of the fundamental similarities between the ESCI and the ECI-2, minimal additional training will be required to equip practitioners and coaches with the knowledge required to deliver either instrument.
9 Appendix 1: Changes to the competency scales in the ECI-2 Emotional Self-Awareness as the result of merging it and Accurate Self-Assessment These two scales were highly correlated in data analyses and dissertation samples. They tend not to be distinguished from each other in coaching (i.e. a person showing one high but needing to work on the other). They always align with the same factor in Factor Analyses. In other words, they seem to be two aspects of the same thing. The resulting scale is called Emotional Self-Awareness because that seems to be the core of the thing. Dropping Self-Confidence Self-Confidence is not distinguishable from Achievement Orientation and the Self-Management cluster in these analyses and earlier ones. Its correlations with other scales are not high, but it does not add significant value, either conceptually or practically. In coaching, Self-Confidence is often better determined by the relative position of the person s Self-Assessment as compared to the Other-Assessments, than by the scale score itself. Lastly, when used in other cultures, it is likely to cause consternation and confusion. Cultural norms seem to affect expression of Self-Confidence to a great deal. Accredited coaches in other countries have claimed that, in their culture, several of the items are more indicative of arrogance or discourteous behavior. Achievement Orientation as the result of merging it and Initiative These two scales align with the same factors in the Factor Analyses and show high correlation. Initiative shows poor reliability and stability. Several of the items seem to trigger in respondents the achievement imagery of improving performance. Changing the name of the Optimism scale to Positive Outlook Optimism is a trait. Seligman and others have shown that repeatedly 7. By having it with the same label we may confuse personality traits with EI and behavioral competencies. But a positive view of life and the future seems to be a distinct disposition. Some people clearly express positive views about the future and others do not. So rather than drop it, my recommendation is to change the name to allow for a more direct observation of behavior and minimize confusion with the trait. Dropping Transparency This scale does not distinguish itself statistically. It aligns with one group of scales in one analysis and then another group in another data set. It does not give us a clear benefit empirically and is of limited use in coaching. Although the characteristics of authenticity and congruence are important to leaders and managers, it seems they prove too tricky to observe and assess within one behavioral competency. Dropping Service Orientation This competency seems to be the application of Empathy to clients and customers. Statistically it stands out from Empathy and Organizational Awareness, the other two major competencies in the Social Awareness cluster. But since it seems to be a sensitivity or role orientation characteristic it has limited value in coaching, in comparison to these other two. Thus, for the sake of parsimony, it was dropped. 7See G. Buchanan and M. Seligman (eds.), Explanatory Style (Hillsdale, NJ: Lawrence Erlbaum.)
10 Dropping Change Catalyst This scale is highly correlated with Achievement Orientation. It aligns with it in the Factor Analyses. It seems to be a consequence of other competencies being used in a situation, or of a disposition to want to change things. Changing the name of Developing Others to Coach and Mentor The term Coach and Mentor more accurately reflects the essence of the Developing Others, when taking into account the changes made to the item wording for this competency. In addition, it seemed a better description of what effective leaders do.
11 Appendix 2: Changes to the competency scales in the ECI-U Drop Trustworthiness and Conscientiousness from the ESCI-U In contrast to the executive or experienced managerial audience for the ESCI, undergraduates or graduate students are often reliability challenged! In discussions with many faculty, we can attest to the widely shared observation that we need to be helping some students understand that they are supposed to live up to promises made, get to class on time, show up for work when they say they will, and not cheat on tests or borrow papers from friends. But Trustworthiness and Conscientiousness don t seem to predict effectiveness, just presence (or attendance), so we dropped them. Drop Communication Communication ability is a major concern and development target for undergraduates and MBAs. It is less relevant for graduate students with work experience, but that is not the major market for the ESCI-U, as I understand it. It is also a competency on which schools and programs can show significant value-added in the outcome research and they can develop courses, workshops and training programs to enhance it. The results of competency development on this scale are easily observed by others: teachers, faculty, and recruiters. But communication is a big area in itself, and it can be assessed in other ways more directly than through a test. So, for parsimony, we dropped it. Maintain the cognitive cluster of Systems Thinking and Pattern Recognition for the ESCI-U WSOM and ESADE versions Collegiate audiences, whether using the ESCI-U for classes and student development or for outcome assessment, are as concerned with cognitive competency development as emotional and social competency development. In most schools, faculty are more concerned about cognitive development. Especially for the outcome assessment applications, inclusion of these two cognitive competencies strengthens the researcher s ability to provide useful feedback to the program and school. These two competencies clearly align with separate factors in the factor analyses. Merge a few items from Cultural Awareness into the Empathy scale We had reinserted this scale into the ECI-U because of the developmental agenda of many programs to help students learn to appreciate and understand people who are different from them. But it really is an advanced application of Empathy. If a student is low on it, do they really need another scale to show them that others think they are prejudiced? Wouldn t that emerge from the Empathy scale, especially if it included an item or two related to this area?
Emotional Intelligence (EI) and Human Synergistics Circumplex Model By: Eric Klisz, M.A. Organizational Development Specialist The following crosswalk is designed to compare and contrast the theoretical
Consortium for Research on Emotional Intelligence in Organizations EI Program Eval 1 DO PROGRAMS DESIGNED TO INCREASE EMOTIONAL INTELLIGENCE AT WORK WORK? Fabio Sala, Ph.D. Hay/McBer http://ei.haygroup.com
Emotional and social competency inventory (ESCI) A user guide for accredited practitioners Prepared by L&T direct and the McClelland Center for Research and Innovation Hay Group, June 2011 2011 Hay Group.
Sample Report: ESCI: EMOTIONAL & SOCIAL COMPETENCY INVENTORY All Rights Reserved The Hay Group IMPORTANT NOTE: The information provided in the following pages is provided for reference only. The material
PRIMAL LEADERSHIP Realizing the Power of Emotional Intelligence Based on Primal Leadership by Daniel Goldman, et.al. Harvard Business School Press, 2002 Aung Tun Thet The Vital Emotional Component of Leadership
The Emotional Competence Framework 1 SOURCES: This generic competence framework distills findings from: MOSAIC competencies for professional and administrative occupations (U.S. Office of Personnel Management);
Spiritual Intelligence and Why It Matters by Cindy Wigglesworth President Deep Change, Inc. The Field of Intelligence In 1905 Alfred Binet and Theodore Simon developed the first modern intelligence test.
Leadership Development Program (Level I and Level II) PR O GR A M OV ER V IE W Our Leadership Development Programs (LDP Level I and Level II) are designed to address the development needs of managers and
Consortium for Research on Emotional Intelligence in Organizations Leadership & EI at J&J 1 Emotional Competence and Leadership Excellence at Johnson & Johnson: The Emotional Intelligence and Leadership
Leader Competencies and Turnaround Actions Shown to Influence Student Achievement: A Model to Inform Talent Management and Development in Schools Hiring Effective Turnaround Leaders: Important Issues in
Global Leadership Truly Global Focus. Truly Global Delivery. Thunderbird Online s facilitated online professional development programs provide you with a comprehensive education in core global business
Measuring & Developing Emotional Intelligence Why soft skills have become hard and why EQ has moved from nice to have to necessary to have A white paper based on 10 years experience in Asia Margareta Sjolund,
Kouzes, J. M., & Posner, B. Z. (2007). The leadership challenge (4th ed.). San Francisco, CA: Jossey-Bass. Reviewed by Chelsea Truesdell Introduction The Leadership Challenge serves as a resource for any
Using Supervision to Encourage Resilience in Social Workers Elizabeth Hamilton IASW Conference June 2015 Introduction Definitions: supervision & resilience Messages from Research Scaffolding reflective
Organisational and Leadership Development at UWS Context The University of Western Sydney s (UWS) leadership development framework is underpinned by the recognition that its managers and leaders have a
Page 1 Taking the Nadler EI Self-Assessments Thank you for your interest in assessing your Emotional Intelligence (EI). In leadership development and succession planning one of the first places to start
Overview of the HLA Competency Directory The HLA Directory The Healthcare Leadership Alliance (HLA) has created the HLA Competency Directory, an interactive tool to ensure that current and future healthcare
Section Three: Ohio Standards for Principals 1 Principals help create a shared vision and clear goals for their schools and ensure continuous progress toward achieving the goals. Principals lead the process
FAO Competency Framework FAO Competency Framework Acknowledgements FAO is grateful to the UNAIDS Secretariat, which has kindly permitted FAO to re-use and adapt the explanatory text on competencies from
SCQ Sales Competencies Questionnaire Sales Competencies Report Example Report Introduction The Sales Competencies Questionnaire (SCQ) measures your current selling skills and style by asking you to rate
The positive are intended for use as a guide only and are not exhaustive. Not ALL will be applicable to ALL roles within a grade and in some cases may be appropriate to a Attribute 1: COMMUNICATION Level
Emotional Intelligence Why does it matter? Created by Nancy M. Campbell email@example.com 1 Ideal Self Practicing Real Self Trusting Relationships My Strengths Experimenting My Learning Agenda My Gaps
Get to Know My RE Observe Collect Evidence Mentor Moments Reflect Review Respond Tailor Support Provide Provide specific feedback specific Feedback What does my RE need? Practice Habits Of Mind Share Data
THE FRAMEWORK FOR INSTRUCTIONAL COACH ENDORSEMENT GUIDELINES PENNSYLVANIA DEPARTMENT OF EDUCATION TABLE OF CONTENTS Definition of an Endorsement Certificate... 3 Introduction to Instructional Coach Endorsement
CIGIE TRAI N I N G INSTI TUTE Inspector General Leadership and Mission Support Academy Program Overview: Finding the Right Program We offer three programs with curricula designed to correspond to the life
DEPARTMENT OF OF HUMAN RESOURCES Career Planning and Succession Management Resources CONTENTS: ASSESSMENT TOOLS... 3 Work Personality Index (WPI)... 3 Myers Briggs Type Indicator (MBTI)... 3 Multiple Perspective
MOBIUS EXECUTIVE LEADERSHIP EXECUTIVE COACHING coaching tied to the business strategy action learning fostering accountability and engagement sustainable behavioral change Mobius Executive Leadership is
1 Educational Leadership & Policy Studies Masters Comprehensive Exam and Rubric (Rev. July 17, 2014) The comprehensive exam is intended as a final assessment of a student s ability to integrate important
Leadership and Human Resource Essentials (HRS402) Learning Objectives Classroom Course Note: The Leadership and Human Resource Essentials classroom course has an online education requirement that can be
Professional and Personal Development (Leadership) Program VCU School of Pharmacy Pilot Susanna Wu-Pong, Ph.D. Associate Professor, Dept. Pharmaceutics Director, Pharmaceutical Sciences Graduate Program
Wiltshire Council s Behaviours framework It s about how we work Trust and respect Simplicity Responsibility Leadership Working together Excellence Why do we need a behaviours framework? Wiltshire Council
UNIVERSITY OF MIAMI SCHOOL OF BUSINESS ADMINISTRATION MISSION, VISION & STRATEGIC PRIORITIES Approved by SBA General Faculty (April 2012) Introduction In 1926, we embarked on a noble experiment the creation
UCR Core Competency Model Behavioral Indicators Rev. 03/20/2013 COMMUNICATION Shares and receives information using clear oral, written, and interpersonal communication skills. Behavioral Indicator-Operational
Masters in University of Liverpool, Online Programmes Acquire a deep understanding of human behaviour to drive performance in people and organisations Learn to bring out the best in yourself and others
The ins and outs of successful leadership Helping you to be a more effective leader What does your team expect from their leader? Someone who high-fives everyone from the post boy to the CEO on his way
and Leadership Training That Gets! Welcome to Great Managers! A 5 year Australian Government-funded research report, Leadership, Culture and Management Practices of High Performing Workplaces: The High
The Institute for Education Leadership (IEL) brings together representatives from the principals' associations, the supervisory officers' associations, councils of directors of education and the Ministry
The University of Texas at Austin McCombs School of Business presented by: Nancy Schill, M.A., CPC Founder, Executive Intelligent Coaching Emotional Intelligence: Strengthening Leadership with Skills November
African Leadership in ICT The Leadership Toolbox 360 - Review www.gesci.org Session Objectives To present an overview 360-degree feedback tool for assessing leadership behaviour and competency To promote
The Leadership Development Process Becoming a Resonant Leader Leadership Development Leadership Development Assumes We can learn leadership skills The individual is the target There are many leadership
EXECUTIVE MASTER IN CORPORATE COMMUNICATION Increasing corporate value in today s complex digital world through reputation management and communication with stakeholders. COURSE DESCRIPTION At a Glance
Leadership Studies, Ph.D. School of Leadership and Education Sciences University of San Diego 2014 Exit Survey Results This report was prepared by the USD-SOLES Office of Assessment on October 6, 2014.
University of La Verne College of Education and Organizational Leadership Doctoral Program in Organizational Leadership External Review of Self Report External Examiner Report Prepared by: Jim Cox, Ph.D.
Johns Hopkins University School of Nursing Utilizing your Skills and Abilities: Nursing core performance standards and capabilities and emotional intelligence Nursing is a challenging profession because
PERFORMANCE MANAGEMENT COACHING AND PERFORMANCE GEORGIA PERIMETER COLLEGE Module 2 Coaching and Performance with the GPC Strategic Plan Agenda 1. Performance Management Process The Next Plateau 2. Aspects
Leadership Principles Building value-based leadership. We have defined five values that form the shared foundation of our business practices. They provide orientation for all of our employees. Our leaders,
PSI Leadership Services Strategic Solutions for Your Leadership Needs Select, Promote, & Develop the Leadership Talent Needed to Drive the Growth of Your Business SOLUTION BENEFIT/OBJECTIVE TYPICAL PROJECTS
Envisia Learning 360 Feedback Online Project Flow Process Step 1: Defining the 360 Feedback Project This step includes first defining the purpose of the 360 feedback intervention with your client and answering
Catherine Booth College: School for Learning & Development The Salvation Army Capability Framework: Generic Matrix V3.0 Sep 2014 Contents ATTRIBUTES... 5 SERVICE USER PERSPECTIVE... 6 TEAM PERSPECTIVE...
Performance Management Guide For Managers This guide applies to employees who are not covered by a collective bargaining agreement or for whom the agreement contains no provision regarding this subject.
Becoming a Trusted HR Advisor Prepared by Consulting/Talent & Rewards HR Effectiveness Presentation to University of California Topics for Today The Changing Role of HR in Organizations Today What s Getting
Report on the Ontario Principals Council Leadership Study (February 2005) Howard Stone 1, James D. A. Parker 2, and Laura M. Wood 2 1 Learning Ways Inc., Ontario 2 Department of Psychology, Trent University,
Contents: UNIVERSITY OF ROCHESTER William E. Simon Graduate School of Business Administration Proposal for a Clinical Faculty Track 1. Rationale and Objectives of the Proposal 2. The Simon School Mission
The Wisconsin Comprehensive School Counseling Model Student Content Standards The Wisconsin Comprehensive School Counseling Model builds the content of developmental school counseling programs around nine
» Kienbaum 360 Degree Feedback Develop leaders. Improve leadership quality. What we offer 2» The Challenge 3 Self-reflected, authentic, confident Why leadership quality is so important good leaders make
Initial Teacher Education: Selection Criteria for Teacher Education Candidates Prepared by: The Australian Secondary Principals Association on behalf of the peak national principal associations June 2015
ecornell Online Professional Development Programs Certificate Program in High Performance Leadership 866-326-7635 +1-607-330-3200 www.ecornell.com Certificate Program in High Performance Leadership Certificate
The Ohio Resident Educator Program Standards Planning Tool 1 The Resident Educator Program Standards Planning Tool The Resident Educator Program Standards Planning Tool is intended to assist district/schools
Developing your Graduate Attributes through studying the PG Diploma/MA in Human Resource Management (HRM) The PG Diploma/MA in HRM programme at Keele provides students with a diverse range of opportunities
BEST PRACTICES IN UTILIZING 360 DEGREE FEEDBACK Kenneth M. Nowack Ph.D. 3435 Ocean Park Blvd. Suite 214 Santa Monica, CA 90405 (310) 452-5130 (310) 450-0548 Fax www.envisialearning.com 2008 Envisia Learning
Bachelor of Arts in Leadership LEAD ON A NEW LEVEL You work hard, but now you re ready for something more. A promotion, a new way to approach your work, or a new career altogether. You re ready to take
Strategic HR Partner Assessment (SHRPA) Feedback Results January 04 Copyright 997-04 Assessment Plus, Inc. Introduction This report is divided into four sections: Part I, The SHRPA TM Model, explains how
Bottom Line Results through a Leadership Coaching Program By Diane Foster, MCC Even the best coaches wonder if they can make a difference when it matters. Recent research implies that improving the Emotional
Master of Science, Management and Leadership The Master of Science, Management and Leadership degree program focuses on management and leadership skills that can be applied to multiple settings, including
The 7 Habits of Highly Effective People Kun Sun College of William and Mary 02/22/2016 1 About the Book By Stephen R. Covey Published in 1989 Interviewed the CEOs of Fortune 500s Top Companies 246 Weeks
A MODEL FOR COMMUNITY-BASED YOUTH LEADERSHIP DEVELOPMENT Program Purpose and Goals Susan Doherty Effective Communities Project The purpose of this model program is to develop the knowledge, skills, and
Leadership Skills & Emotional Intelligence Executive Summary: Emotional intelligence has become a popular topic in the business press in recent years. Although we have not used the term emotional intelligence,
Civil Service 2012-2017 Level 3 HEO and SEO or equivalent Level 3 I n s p i r i n g E m p o w e r i n g C o n fi d e n t About this framework The Civil Service competency framework supports the Civil Service
SUCCESSION PLANNING FOR NURSING LEADERSHIP The need Today s nurses need to plan well in advance for the next stage of leadership in the profession. This is especially important now as the majority of nurses
School of Advanced Studies Doctor Of Management In Organizational Leadership/information Systems And Technology The mission of the Information Systems and Technology specialization of the Doctor of Management
Inspiring leaders to improve children s lives National College for Leadership of Schools and Children s Services: seeking Master s level credit points for learning on National College programmes Overview
Leadership Development Handbook Presented by: Langara College Human Resources Prepared by: Jackson Consulting Group Aim of the Handbook is to provide: Leadership Development Handbook - Introduction help
MIT Human Resources Performance Development A Toolkit for Managers Table of Contents The Vision for Performance Development at MIT.. 2 What do we mean by "Baseline" and "Best" Practices?... 3 MIT Performance
Emotional Quotient CEO Sample Co. 5-22-2013 Introduction The Emotional Quotient report looks at a person's emotional intelligence, which is the ability to sense, understand and effectively apply the power
Developing Emotional Intelligence (E.I.) Competencies Presented by Mike Fitch, P.E. ODOT Office of Local Programs / LTAP OTEC Session 25 October 27, 2015 1 Welcome Alumni and Students! 2 Welcome Future
Korn Ferry Senior Executive Sponsor Building a stronger organization through sponsorship. Is leadership development the end of the story? It s well understood that the participants of leadership development
Competencies Part One Strengthening Organizational Core Values and Managerial Capabilities Enquiries regarding the UNIDO Competency model can be addressed to S.Gardelliano@unido.org Contents Message from
Coaching: bringing out the best Opinion piece Philip Brew Coaching: bringing out the best Philip Brew 1/6 Organisations need fully functioning human beings In today s demanding and complex environments,
Competency Frameworks as a foundation for successful part of our We think series Contents Contents 2 Introduction 3 If only they solved all of our problems 3 What tools and techniques can we use to help