Introduction
For many years, the Emotional Quotient Inventory (EQ-i®) and the EQ 360® have been instrumental in helping individuals and organizations predict and improve human performance. This latest revision, the EQ-i® 2.0 and EQ 360® 2.0, integrates feedback from over 700 leaders, coaches, counselors, participants, and researchers to bring you the most advanced and thoroughly researched measure of emotional intelligence in the assessment industry.
The EQ-i 2.0 and EQ 360 2.0 are easier to use, more culturally applicable, and yield more powerful insights than ever before. Whether you are an executive coach looking to fast-track your client’s success, an HR manager aiming to improve your organization’s human capital strategy, or a practitioner making decisions about placement or intervention, the EQ-i 2.0 and EQ 360 2.0 give you a rich and compelling view into the emotional and social functioning of individuals and groups.
Recent research and case studies from premier organizations demonstrate that selection and development initiatives based on the EQ-i 2.0 and EQ 360 2.0 can help organizations cut costs and mitigate risks. The results obtained from this inventory can have a huge impact on an organization’s bottom-line because they provide valuable insight regarding the respondent’s ability to be successful in dealing with environmental demands and pressures. Visit the Resource Center in the EQ-i 2.0 Portal to find return-on-investment (ROI) data applicable in your industry.
The EQ-i 2.0 provides a unique feedback experience for the respondent by quantitatively indicating emotional skills that need improvement. Detailed, visually impactful reports help give a balanced view of a person’s potential for succeeding in life.
The simple structure of the EQ-i 2.0 and EQ 360 2.0 makes coaching easy because participants can readily see connections between emotional factors, their daily interactions, and their job competencies. This intuitive framework, coupled with the solid science behind the inventory, has made the EQ-i one of the most effective employee recruitment and development tools in the marketplace. Now, the EQ-i 2.0 brings you the same rigorous science in a sophisticated, professional, globally-appropriate, and intuitive user experience.
This User’s Handbook details what you need to know about using the EQ-i 2.0 and EQ 360 2.0, including:
- why emotional intelligence has become an established field of interest for both professionals and researchers
- understanding what is different in the 2.0 revision and why understanding what the EQ-i 2.0 measures and how
- these factors are important in job competencies and performance planning your EI initiatives and getting organizational buy-in
- the best practices for ensuring your EI initiatives have the greatest impact how to make choices in using the EQ-i 2.0 that are right for your organization
- what a respondent’s results mean and how to deliver meaningful feedback
- administering the EQ-i 2.0 ethically and appropriately
- how the development and psychometric properties of the EQ-i 2.0 contribute to its ability to predict and improve performance
For complete step-by-step administration instructions, EI tools, and further recommended readings, please log in to your EQ-i 2.0 Portal account.
The EQ-i 2.0 and EQ 360 2.0 measure a set of emotional and social skills that influence the way we:
- perceive and express ourselves,
- develop and maintain social relationships,
- cope with challenges, and
- use emotional information in an effective and meaningful way.
The EQ-i 2.0 model of emotional intelligence is comprised of fifteen factors across five categories of functioning. These skills, which form the building blocks of abilities such as communication, resilience, and time management, can be mapped theoretically and empirically to job competencies, productivity, academic performance, and other measures of success to help predict and improve functioning.
Figure 1.1. The EQ-i 2.0 Model of Emotional Intelligence
Please see The EQ-i 2.0 Framework for a detailed description of the EQ-i 2.0 model.
In the Workplace
The EQ-i 2.0 and EQ 360 2.0 are versatile in workplace environments. For instance, because of the brevity and the multifaceted information that it supplies, the EQ-i 2.0 can be used by employers (via HR and OD consultants, psychologists, or EQ-i 2.0 certified users) to provide greater insight when looking for emotionally healthy and high potential personnel. Supplemented by additional sources of information, such as interviews and the results of other assessments, the EQ-i 2.0 can make the recruitment and selection process more reliable and more efficient.
In a career development context, the EQ-i 2.0 and EQ 360 2.0 can be used with current staff to evaluate ongoing functioning and well-being of employees, particularly when this functioning is linked to organizational competency frameworks or other performance metrics that indicate success within a given organization. It may also be a tool for gauging the impact and effectiveness of organizational change and restructuring (i.e., before and after organizational changes). The EQ-i 2.0 also enables qualified professionals to create tailor-made training programs to improve the emotional skills and functioning of employees, teams, and the company as a whole.
The EQ-i 2.0, can also be useful in group or team development. Particularly useful in this regard is the EQ 360 2.0 assessment, a multirater feedback instrument that is invaluable for assessing an individual’s strengths/weakness from a self/others’ perspective (i.e., comparison of ratings from 
observers together with ratings on the EQ-i 2.0). A large part of effective and smooth teamwork is knowing each member’s strengths and weaknesses and leveraging those strengths whenever possible. Pinpointing this kind of information can prove to be a bonding experience that unifies, synchronizes, and/or strengthens the group.
In Placement (Star Performer Profiles)
The EQ-i 2.0 can be used to predict a candidate’s likelihood of success, compared to high performers in a particular role or position. The process involves benchmarking emotional intelligence skills to determine the subscales that are associated with high performance in specific roles, training or academic programs, or other placements. The resulting profiles, sometimes referred to as “star performer profiles,” can be used to increase the reliability and efficiency of a selection or approval process by providing a critical perspective about the skills that candidates will need to perform in their roles. Benchmarking also provides a way to evaluate a candidate’s fit against organizational/situational culture and results in increased potential for success and retention. Training and coaching become more effective, as they can be targeted at emotional and social skills that are empirically linked with high performance. Additionally, training can give individuals opportunities to learn the specific skills they will need to move along specific career paths.
In Academic Institutions
In the last decade, the topic of emotional intelligence has become integral to many post-secondary school curricula. From first-year Psychology survey courses to Master’s-level HR and MBA programs, the principle of balancing academic with emotional and social strengths has become a cornerstone in the education of many.
- The EQ-i 2.0 provides a powerful teaching tool because it
- employs a teachable, multifactor model of EI that makes it easy to orient students to the concept of EI;
- provides insightful, personalized results to students in a time-efficient manner; and
is a real-life example of HR tools being used in successful businesses.
The EQ-i 2.0 can be used to help educate students to be more aware of their emotions and those of others, to be successful reality testers and problem solvers, to cope better with stress, to be less impulsive, to be more positive about themselves, to get along better with others, and to enjoy their lives. Such “emotional training” adds an important aspect to education in that it would prepare learners to better cope with environmental demands and increase their ability to function and succeed in life.
The EQ-i 2.0 can also be used in educational settings, such as high schools, technical schools, colleges, and universities, to help school psychologists and counselors identify students who are less likely to adequately cope with scholastic demands that could lead to dropping out of school and/or the possible development of emotional problems. Low scores in general, or as compared to well-performing student profiles (see the previous section), can offer insight into counseling these students.
For guidance and career counselors, EQ-i 2.0 results may also serve as a basis for discussions about vocational and educational options. For instance, if a student is found to have difficulty in handling stress, becoming an air traffic controller may not be the best career choice. Further, if the EI profile indicates that a respondent currently has poor interpersonal skills, counselors could advise the student to take a course or enroll in a training program in this area.
For a review of the literature covering emotional intelligence in academic institutions, please refer to The Building Blocks of Emotional Intelligence.
As Part of Intervention
A growing body of research shows that the EQ-i has been helpful in a variety of clinical, medical, and public safety applications:
- In psychodiagnostics, the EQ-i 2.0 could be used to assess the patient’s general degree of emotional intelligence, potential for emotional health, and present psychological well-being (Please see The Building Blocks of Emotional Intelligence). It can be applied to map out areas that need further exploration in the assessment process, as well as to help determine the overall need for therapy, establish clear therapeutic goals, decide on when to terminate therapy, and evaluate the successfulness of the therapy or intervention program.
- The inventory can also be used in assessing the potential for success for those being considered for substance abuse rehabilitation. Research findings presented in The Building Blocks of Emotional Intelligence provide a good example of how the EQ‑i 2.0 can be used to predict an individual’s ability to benefit from such programs.
- When examining prisoners under consideration for parole, the EQ-i 2.0 can help predict recidivism (Smith, 2001). Prisoners with higher EQ-i scores (especially on the Empathy, Social Responsibility, Problem Solving, Stress Tolerance, and Impulse Control subscales) have a better chance of not returning to prison.
- Group administration of the EQ-i 2.0 can also help to predict the outcomes of various interventions; it can be used in cost-efficiency evaluations of remedial programs, therapeutic modalities, and treatment-oriented community services (Please refer to The Building Blocks of Emotional Intelligence).
First and foremost, the goal of this revision was to preserve the foundation and integrity of the EQ-i (Bar-On, 1997). The EQ-i has been extensively used in research and practice since being formally published in 1997, resulting in more than 200 published research articles and abstracts impacting millions worldwide. The underlying tenets of the EQ-i are fundamental to its success and warrant retention.
Both existing quantitative research and qualitative information collected from over 700 consultants have yielded significant feedback about the strengths and opportunities for improvement with the EQ-i. Based on this information, some of the strengths of the EQ-i are the:
- sound factor structure,
- extensive research base,
- validity and reliability of the tool,
- emphasis placed on well-being and performance, and
- subset of skills and abilities that are amenable to coaching.
At the same time, opportunities were identified to improve and strengthen the EQ-i. As a result, emphasis was placed on the following:
- Improving the alignment between the items and response options
- Enhancing international applicability by eliminating North American idioms
- New and representative normative sample
- Refining the factor structure, including
- Revising the names and makeup of the composite scales to make them more intuitive and more amenable to coaching
- Ensuring unidimensional constructs
- Ensuring each item appears on only one subscale
- Revising scales with interpretation and coaching restrictions
- Improving the validity scales and clarifying their utility
- Increasing the symmetry between the EQ‑i 2.0 and the EQ 360 2.0
- Improving the reports, including
- Eliminating the use of clinical language and technical jargon
- Revising the narrative interpretation of each subscale
- Designing a “Balancing Your EI” section
- Improving the Coach’s version of the report to facilitate better feedback and decision making
- Reducing set-up and scoring time by redesigning the user interface of the web application to make it more intuitive
The revision and development of the EQ-i 2.0 involved many steps. This process is described in detail in EQ-i 2.0 Stages of Development. For more information about the rationale behind the changes to the EQ-i model of emotional intelligence (Bar-On, 1997), please see The EQ-i 2.0 Framework. The notable enhancements to the EQ-i 2.0 are highlighted below, beginning with a side-by-side comparison of the EQ-i and EQ-i 2.0 factor structure (Figure 1.2), set-up and administration, assessment details, scoring, and interpretation.
Figure 1.2. Side-by-side comparison of the EQ-i and EQ-i 2.0
Set-Up and Administration
The EQ-i 2.0 is administered using a different online scoring platform than its predecessor. The following table compares set-up and administration differences between the 2.0 and the original version. Full administration details are provided in EQ-i 2.0 Setup and Scoring and EQ 360 2.0 Setup and Scoring.
Table 1.1. What’s New in Administering the EQ-i 2.0
| EQ-i (1997) | EQ-i 2.0 (2011) | |
|---|---|---|
| Administration Options | Online Windows desktop software Paper-and-pencil forms |
Online E-Paper (generate a paper form from your online account and key the results back into the system for online reporting). |
| Online Assessment | MHS Scoring Organizer platform, in which you created Groups to organize your participants. | EQ-i 2.0 Portal platform, in which you can tag participants using keywords and search without using a hierarchical filing structure. |
| Inviting EQ-i Participants | The administrator created a unique 10-digit login code and password which gave participants access to the EQ-i. This information was usually copied into the administrator’s email program for distribution. | The administrator enters the names and email addresses of participants into the system. The system emails participants a unique link to take the EQ-i 2.0. You can upload a spreadsheet of multiple participants to save setup time. |
| Inviting EQ 360 Participants | The administrator created a unique login code and password that gave raters access to the EQ 360. This step was repeated for each EQ-i participant. | EQ-i 2.0 participants nominate their own raters while taking the EQ-i 2.0. Raters are automatically emailed with a unique link to take the EQ 360 2.0. |
Assessment Details
The EQ-i 2.0 was standardized using new items, resulting in some changes to the assessment and its factor structure (the way the subscales are grouped into composite scales). Table 1.2 shows a summary of the changes to the 2.0 model. Please refer to The EQ-i 2.0 Framework for full details.
Table 1.2. What’s New in the EQ-i 2.0 Assessment and Model
| EQ-i (1997) | EQ-i 2.0 (2011) | |
|---|---|---|
| Response Scale | Compound response options. Participants chose from five possible responses ranging from “Very seldom or not true of me” to “Very often true of me or true of Me” | Simplified response options. Participants choose from five responses indicating frequency ranging from “Never/Rarely” to “Always/Almost Always” |
| Reading Comprehension | North American sixth-grade reading level. Test contained double negatives which can lower comprehension. |
North American fourth-grade reading level allows for greater reading comprehension for participants whose first language is not English. Eliminates double negatives to ensure reading ease. |
| Cultural Applicability | At the item level, international populations responded differently to certain statements due to different cultural standards/experiences. | Problematic items and North American idioms were replaced with more universal statements to minimize cultural bias. |
| Double Content Scales | Some subscales measured two distinct components (e.g., Impulse Control was comprised of Anger Management and Impulsivity items), making interpretation tricky and necessitating analysis of responses at the item level. | Subscales measure only a single construct allowing for easier interpretation and more cohesive constructs. |
| Double Content Items | Some items belong to two different subscales. | Items belong to only one subscale, allowing for a more intuitive interpretation. |
| Number of Items | Two versions of the EQ-i were available: a 133-item version, and a 125-item version that omitted the Negative Impression items. | No more clinical-sounding Negative Impression items, therefore only one version of the assessment containing 133 items. |
EQ 360 Items |
125 or 133 EQ-i items were different from the 88 items of the EQ 360 observer form. | Each of the EQ-i 2.0 items has a corresponding EQ 360 2.0 item. Participants see that raters responded to the same statements, which makes feedback more credible. |
| Critical Items | Six items to help to identify problem areas such as depressive conditions, psychotic states, and potential for losing control. | Removed all critical items. EQ-i 2.0 items no longer assess potentially psychotic states, nor directly expose times of crises or serious emotional problems. |
| Adjusted/ Unadjusted Scores | A correction factor designed to adjust for response bias yielded two sets of scores. | No adjusted scores. Interpretation is simpler with one set of scores to examine. |
Scoring
Table 1.3 shows a summary of the changes to they way that EQ-i 2.0 results are scored compared to its predecessor.
Table 1.3. What’s New in Scoring the EQ-i 2.0
| EQ-i (1997) | EQ-i 2.0 (2011) | |
|---|---|---|
| Report Transactions | Administrators pre-purchased report “uses”. The corresponding use was decremented each time a report was scored/generated. | Administrators can purchase tokens which can be used to generate any EQ-i 2.0 report (i.e., tokens are not report specific). |
Comparison Sample (Norm Group) |
EQ-i scores are compared to a group of 3,831 respondents based on the 1994 US Census. EQ 360 scores are compared to 1,900 other raters. Samples are representative within 5–13 % of the 1994 U.S. census. |
EQ-i 2.0 scores are compared to a group of 4,000 demographically representative respondents based on Canadian and U.S. census figures (i.e., Statistics Canada, 2006; U.S. Bureau of the Census, 2008) EQ 360 2.0 scores are compared to 3,200 other raters. A higher education sample of 1,800 students is stratified by academic program and year of study. Samples are more representative of the population (within 4–5 % of census). |
| Age Effects | Standardization sample grouped all those aged 50+ in one category, suggesting an apparent drop off in EQ later in life. | Standardization sample includes a representative mix of adults in the 50–64 and 65+ age ranges. Average EQ is seen to increase through to retirement. |
Scoring Guidelines |
Whether a respondent’s score placed him/her in the low, average, or high functioning range varied in older reports. Scores were available on only some reports. | Scores and their descriptors can be turned off/on by the administrator and are consistent amongst reports: < 90 = Low Range |
Response Style |
Results could be labeled “invalid” or “possibly invalid” if responses failed to meet certain parameters. | A newly designed Response Style Explained section in the Coach’s reports flags areas for further investigation, such as short completion time or elevated positive impression. Possible interpretations are suggested so you don’t have to refer to your manual. The system does not invalidate results algorithmically. |
Interpretation
Results for EQ-i 2.0 assessments are provided in a fully revised set of reports. The original EQ-i reports (e.g., resource and individual summary reports) are not available for 2.0, nor can assessments from the original version be scored using the 2.0. Table 1.4 shows a summary of the changes to the 2.0 results and interpretation resources. Full report details are provided in The EQ-i 2.0 Framework.
Table 1.4. What’s New in Interpreting the EQ-i 2.0
| EQ-i (1997) | EQ-i 2.0 (2011) | |
|---|---|---|
| Model (Factor Structure) | Please refer to The EQ-i 2.0 Framework. | Please refer to The EQ-i 2.0 Framework. |
Report Options |
Administrators choose from several types of reports depending on what information they wish to provide to the client. |
Administrators can turn on or off scores, descriptors, and special pages to tailor the feedback report. You can save your favorite report options as a template for reuse. |
| Customizing Reports | Reports are available as PDF or RDF files, which can be manually altered on a per-case basis. Custom-built reports available but cumbersome to use. | Flexible, customizable PDF reports allow you to add your own logo, report title, and template. You can apply these customizations to one or many reports at a time. |
Workplace Relevancy |
Examples of behaviors are general enough to apply to work or home. | Newly crafted Impact at Work and Strategies for Action sections give the respondent workplace-specific examples for every subscale. |
Coach’s Report Item Summary |
The number of each item is provided along with the response. Administrators must refer to the manual for the item text. | Participants’ responses are provided alongside the item text to facilitate item-level interpretation. |
| Manual | Administrators choose from several hardcopy manuals that contain different amounts of psychometric data. The EQ 360 2.0 Technical Manual must be purchased separately. |
Setup, scoring, and interpretation instructions for EQ-i 2.0 and EQ 360 2.0 are combined in one online User’s Handbook, which you can search and print. |
| Certification | Three-day, in-class certification, with some exceptions. EQ 360 2.0 certifications conducted separately. |
Blended learning option (e-learning + in-class) minimizes travel time and expense. Online classroom and exam provide a support network in a sophisticated Learning Management System environment. EQ 360 2.0 certification is included as part of the EQ-i 2.0 workshop. |
| Support | MHS Client Services available by phone or email; some EQ-i 2.0 resources available upon request only. | Coach and Client Reports offer new interpretive content and additional sections to help coaches with debriefing. Join the MHS Community on the EQ-i 2.0 Portal to access additional best practices, and get answers to your questions from experienced coaches, researchers, and HR professionals. |
The EQ-i 2.0 consists of 133 brief items using a five-point response scale. It takes approximately 20 to 30 minutes to complete the EQ‑i 2.0, but there are no imposed time limits. The EQ-i 2.0 is suitable for individuals 18 years of age and older. The assessment provides
- a total EI score,
- five composite scale scores, and
- fifteen subscale scores. The 15 subscales of the EQ-i are depicted in Figure 1.1 and are described in more detail in The EQ-i 2.0 Framework.
EQ‑i 2.0 raw scores are converted into standard scores based on a mean of 100 and a standard deviation of 15. As with the EQ-i, raw scores are of limited value on their own. Converting raw scores to standard scores facilitates comparison of the respondent’s scores to the scores of the normative sample and, theoretically, to the rest of the population. High EQ‑i 2.0 scores (above 100), as with the previous version, indicate emotionally intelligent people, while lower scores indicate a need to improve emotional skills in specific areas. This scoring structure is similar to the IQ scoring structure, which is divided into subscale scores that describe the various aspects of cognitive intelligence—hence the term “EQ” (Emotional Quotient), coined by Dr. Reuven Bar-On in 1985 to describe this parallel approach.
The EQ-i 2.0 has excellent psychometric properties and is scientifically derived like its predecessor. The relationship between the two assessments suggests that they are measuring the same thing. For a detailed look at the psychometric properties of the EQ‑i 2.0 and how these new figures compare to the original assessment, please refer to EQ-i 2.0 Stages of Development.
The EQ‑i 2.0 was constructed by reviewing and generating items to fit specific operationally defined factors, and the final selection of these items was based on statistical item analysis and the opinions of experienced practitioners and human resources professionals.
The fifteen-factor model of the EQ-i (Bar-On 1997), and the EQ‑i 2.0 model is often cited as its most defining feature because each subscale acts as a building block or foundational skill for most job competencies. This approach has proven to be extremely engaging in coaching situations. Imagine an executive whose goal is to improve his resiliency and innovation: these high-level functions can be nebulous and difficult to measure. However, if one looks at resiliency as a combination of Stress Management, Flexibility, and Optimism, and innovation as a combination of Problem Solving, Reality Testing, and Independence, one can begin to imagine very actionable steps to improve these executive competencies. The EQ‑i 2.0 subscales underpin most so-called “soft skills” and can be theoretically or empirically mapped onto any organization’s existing competency framework making it a very versatile and intuitive assessment.
The EQ‑i 2.0 is fairly brief in comparison to many other self-report inventories and has a frequency-based response format that tends to elicit better quality information from respondents. The assessment is not too brief that it lacks appropriate coverage of the construct it is trying to measure; it contains enough items to properly measure the construct and provide the client with clear strategies they can use to improve.
For example, if “I am self-aware” was the only item measuring Emotional Self-Awareness, how would a respondent know what to do differently to improve? However, if there are several different items like “I recognize when I am upset” and “I am aware of the impact of my mood on others”, it begins to build a picture of the construct and offer precise situations and actions that individuals can work on to improve.
In addition to the general features of the EQ‑i 2.0, there are additional advantages of using this inventory:
- A large normative database of thousands of participants provides a representative sample of the population (within 4% of the Canadian and U.S. census figures (Statistics Canada, 2006; U.S. Bureau of the Census, 2008) against which each respondent’s results can be scored:
EQ-i 2.0: 4,000 respondents
EQ 360 2.0: 3,200 raters
Higher Education: 1,800 respondents - Based on the original EQ-i (Bar-On, 1997) and supported by more than 25 years of research
- A multidimensional scope (a total EI scale, five EI composite scales, 15 EI subscales)
- Five Response Style Indicators assist with ensuring the accuracy of results
- An international and multicultural focus (EQ-i 2.0 items were created to be as universally applicable as possible)
- Very strong statistical reliability and validity
- Versatile (the EQ‑i 2.0 can be used in corporate, educational, clinical, medical, and research settings)
- The premier measure of emotional intelligence
- A concise (approximately a half hour) and easy-to-use measure
- Appropriate for most individuals aged 18 years and older
- An extensive line of supporting resources
These features are described in more detail throughout this manual.
It is recommended that the EQ-i 2.0 be used as part of a larger evaluation process, together with other assessment methods and collateral information, such as interviews, other assessment tools, and behavioral observations, when available. Moreover, the results rendered by the use of the EQ-i 2.0 should be viewed as important points to be further examined by additional methods to give a balanced and broader picture of the person being assessed.
Since the EQ-i 2.0 is a self-report measure, it is not recommended for persons who are unwilling or unable to respond honestly to a questionnaire. The EQ-i 2.0 is also not recommended for individuals who are disoriented or severely impaired. EQ-i 2.0 administrators may wish to read the items aloud to respondents with poor reading abilities or whose native language is not English. Translations of the EQ-i 2.0 in various languages are currently in development. Check our website at http://ei.mhs.com or contact MHS for more information.
Because the EQ-i 2.0 is easy to use, administrators require little special training. However, the administrators should be familiar with procedures for obtaining informed consent, avoiding bias, and debriefing respondents and be qualified as per the guidelines in the next section. Informed consent means that the respondent must be told why the EQ-i 2.0 is being used and must agree to provide responses. The EQ-i 2.0 should not be administered in a misleading fashion.
Further, the administrator must try to avoid anything that may bias the responses. Respondents should answer on their own. Questions asked by respondents during administration can be answered in a non-leading manner. However, because it is often difficult to realize when a comment may be leading, it is best to try to defer questions until after all of the items have been answered.
The EQ-i 2.0 may be administered in any setting, such as corporate, academic, medical, psychiatric, and research settings or to anyone who is willing to complete the inventory honestly, who meets the following age and reading level criteria, and who is not severely cognitively or emotionally impaired.
Readability
The EQ‑i 2.0 was developed with the lowest reading level possible while ensuring that all relevant information was covered. The reading level scores are expressed as a grade score (e.g., a reading level score of 6 indicates that the items can be read by the average sixth-grade student). Reading levels for the EQ‑i 2.0 were determined using the Flesch-Kincaid Grade Level Formula (Flesch, 1948; Kincaid, Fishburne, Rogers, & Chissom, 1975):
The resulting reading level of 3.6 suggests that the EQ‑i 2.0 requires approximately a third- to fourth-grade reading level for the items. Alternative methods, such as oral administration, may be needed for participants with very low reading skills.
Age Range
The EQ-i 2.0 is appropriate for individuals who are 18 years of age and older. This age range stems from research on the subject of EI and the composition of the normative sample. There is no upper limit regarding the age range. If the respondents are a few months younger than the recommended age guideline, the results will probably still be reasonably accurate. However, the greater the deviation from the minimum recommended age, the more potential for error.
Even though people with a third to fourth-grade reading level (9–10 years old) can comprehend the EQ-i 2.0, the inventory should not be administered to youths under the age of 18 without thorough consideration of maturity level.
Cultural Applicability
The EQ-i has been used with individuals of varying ethnic backgrounds in North and South America, Europe, Africa, and Australasia. The EQ-i 2.0 normative sample includes various ethnicities in the United States and Canada (within 4% of Canadian and U.S. census figures [i.e., Statistics Canada, 2006; U.S. Bureau of the Census, 2008]). In the norm sample of the EQ-i 2.0, there was no indication of cultural bias or adverse impact contingent on one’s race or ethnicity. Based on the success of the EQ-i within multiple cultures and the fact that the EQ-i 2.0 is not biased across racial/ethnic groups, the inference can be made that the EQ-i 2.0 has cross-cultural applicability and utility. Refer to Standardization, Reliability, and Validity for more information on differences between cultures or visit our Resource Center to find ethnographic research studies pertaining to the use of the EQ-i and EQ-i 2.0.
360-degree assessments (also known as multirater feedback or multisource feedback) are a performance evaluation method that provides an individual with the opportunity to receive feedback from his/her co-workers or colleagues (e.g., supervisor, co-workers, peers, direct reports).
The primary goal of a 360-degree assessment is to give an individual a deeper understanding into his/her work functioning from multiple perspectives. 360-degree feedback is usually part of a developmental planning process, with its goal being to create awareness and to establish sustainable, long-term personal growth. The underlying tenet for use of multirater feedback is that data about one’s specific workplace functioning, when compared with internal perceptions, are used as a means for enhancing self-awareness and subsequent behavioral change.
What is the EQ 360 2.0?
The EQ 360 2.0 is a multirater version of the EQ-i 2.0 that assesses the same emotional and social skills as the self report but from an observer’s perspective. Participants nominate who they would like to get feedback from when they complete their self-report. Raters then complete the EQ 360 2.0 online and results are tabulated simultaneously into one comprehensive report for the participant.
What's New in EQ 360 2.0?
The EQ 360 2.0 incorporates the improvements listed in Table 1.1 that pertain to the set-up, assessment items, scoring, and interpretation of EQ-i 2.0 results. Table 1.6 presents a side-by-side comparison of the version of the EQ-360 published in 2003 and its revision. Please see Part III: Administering a Multirater EQ 360 2.0 for full details.
Table 1.6. What’s New in the EQ 360 2.0
| EQ-360(2003) | EQ 360 2.0(2011) | ||
|---|---|---|---|
| Administration | Inviting EQ 360 Participants |
The administrator creates unique login codes and passwords that give raters access to the EQ-360 and ratees access to the EQ-i. This step is repeated for each EQ-i participant being rated. | EQ-i 2.0 participants can nominate their own raters while taking the self-report version of the EQ 360 2.0 online. Raters are automatically emailed with a unique link to take the EQ 360 2.0. |
| Assessment | Comparison Sample | EQ-360 scores are compared to 1,900 other raters. | EQ 360 2.0 scores are compared to a norm group of 3,200 ratees who are demographically similar to the Canadian and U.S. census figures (i.e., Statistics Canada, 2006; U.S. Bureau of the Census, 2008) |
| EQ 360 Items | The 125 or 133 items of the EQ-i were different from the 88 items of the EQ-360. | Self-report items correspond to rater items. Participants see that raters responded to the same statements, which makes feedback more credible, and facilitates comparisons. | |
| Interpretation | Report Output | Administrators select an EQ-i self-report type as part of the EQ-360 bundle. Results yield four reports, an EQ-i and EQ 360 report for client and coach. | EQ-i 2.0 self-report results are included within the EQ 360 2.0 report. You can customize the cover page, and specialty pages as with other 2.0 reports. |
| Manual | Hardcopy EQ-360 Technical Manuals and EQ-i Technical Manuals are purchased separately. | Setup, scoring, and interpretation instructions for EQ-i 2.0 and EQ 360 2.0 are combined in one online User’s Handbook, which you can search and print. | |
| Certification | EQ-360 certifications conducted separately. | EQ 360 2.0 certification is included as part of the EQ-i 2.0 accreditation workshop. | |
Administrator Qualifications
The evaluation of the results received from administering the EQ-i 2.0 must be made by a qualified psychologist or other professional familiar with the principles of testing, psychometrics, and normal human behavior.
When the EQ-i 2.0 is being used in clinical, rather than corporate, educational, and research settings, the following guidelines apply:
- Mental health professionals should be familiar with the standards for educational and psychological testing, jointly developed by the American Psychological Association, the American Educational Association, and the National Council on Measurement in Education (APA, 1999).
- Qualified users of this test in clinical settings should also be members of professional associations that endorse a set of standards for the ethical use of psychological or educational tests, or licensed professionals in the areas of psychology, education, medicine, social work, or an allied field.
- Individuals without formal psychological training and professional affiliations should be certified by an MHS-approved EQ-i 2.0 trainer. The certification program, while not mandatory for some users, is nonetheless strongly recommended. Individuals whose only exposure to EQ-i 2.0 assessment is gained from this User’s Handbook are not appropriate or qualified users of this instrument.
- All individuals responsible for administering and evaluating EQ-i 2.0 results, regardless of training, should carefully read this User’s Handbook and be familiar with it before using the assessment.
Who Requires Certification?
Professionals without graduate-level university credits in tests and measurements are required to become accredited users in order to purchase and interpret EQ‑i 2.0 results. Certification provides scientific understanding of the tool’s validity and reliability, ethical frameworks for its use, and practical experience in interpretation and feedback.
Professionals who work in the areas of executive coaching, recruitment, organizational development, employee development, management training, leadership and executive development, emotional intelligence research, education, career development, HR management and consulting, and industrial psychology will directly benefit from certification.
Administrative assistants involved in setting up and scoring the EQ-i 2.0 do not require certification provided that they are working under the supervision of a qualified practitioner. Similarly, research students must have a qualified supervisor to ensure that ethical guidelines are followed.
Certification Benefits
Certification helps you use the EQ-i 2.0 effectively and increases your own effectiveness with others. By participating in an EQ-i 2.0 workshop, you will develop a solid foundation of the scientific concepts behind this inventory and you will be trained in the interpretation and feedback of EQ-i 2.0. Certification benefits include:
- Customization. Corporate and personal development programs often fail because they neglect to tailor initiatives to a project’s unique realities. Certification teaches you how to tailor EI initiatives to improve employee selection, employee and organizational development, customer and employee retention, and global cooperation by addressing the needs of your organization.
- Leadership. EI self-awareness is essential to sustainable leadership. An individual must understand and manage his or her personal strengths and weaknesses in order to respond to environmental and competitive demands. Only through the understanding of ourselves can we successfully take proactive initiatives to lead others within an organization. Certification provides an opportunity for you to receive your own EQ-i 2.0 feedback and practice coaching others so you can bring out key leadership competencies in your clients.
- Teamwork. The results of the EQ-i 2.0 assessment give a clear picture of a team’s strengths and weaknesses by examining the relationships within the team. Just as an individual needs to be self-aware to successfully accomplish goals, so does a team. By addressing its own inter-relationships, a team will develop the commitment to set goals as a group, meet those goals together, and evaluate what has collectively been accomplished.
- Organizational Transitions and Changes. The EQ-i 2.0 measures the ongoing functioning and well-being of workers in an organization, as well as the effectiveness of organizational change and restructuring. Applying information gained from the EQ-i 2.0 to structural decisions can be an invaluable tool in successfully realizing the future vision of your organization.
- Employee Selection. EI can assist in the recruitment process. Research indicates that a strong correlation between emotional intelligence and job performance exists, making the EQ-i 2.0 an ideal part of selecting successful employees. You can create a predictive model of the top performers in your organization to determine what skills are the most valuable to your company in general and/or for a particular function.
- Executive Coaching. The emotional and social skills associated with EI are acquired and can be improved through training. The EQ-i 2.0 identifies the areas requiring growth and gives strategic suggestions for improvement. With the EQ-i 2.0, you gain a fast and insightful way to plan and measure the effectiveness of personal and professional growth.
- Networking. As a certified EI professional, you have access to a private online community of professionals devoted to the use of EI assessments in various settings. Their experiences and contacts will aid you in developing your particular EI program.
An understanding of the research and conceptual framework behind the development of EI assessment tools is essential for their effective use. EI certification workshops give you this knowledge in a stimulating, interactive environment using relevant corporate examples.
As a certified EQ-i 2.0 user, you
- gain an in-depth understanding of EQ-i 2.0,
- become familiar with the ethical and responsible use of EQ-i 2.0,
- gain experience in EQ-i 2.0 interpretation and feedback, and
- learn strategies for coaching others using the EQ-i 2.0 in workplace settings.
Upon successful completion of the EQ-i 2.0 certification workshop, participants become eligible to purchase the EQ-i 2.0.
Certification Agenda
Certification in the EQ-i 2.0 takes a few days and is offered in a blended format consisting of e-learning and in-class or webinar components. Workshops may vary among training partners, but follow the overall structure shown in Table 1.7.
Table 1.7. EQ-i 2.0 Certification Modules
| Module | Learning Objective | Delivery Method |
|---|---|---|
Overall Certification Learning Objectives |
Learners will be able to:
|
Blended solution consisting of e-learning and in-class or webinar components |
Module 1: Overview and Framework |
Learners will be able to:
|
e-learning |
Module 2: The Science Behind the EQ-i 2.0: Psychometrics |
Learners will be able to:
|
e-learning |
Module 3: Elements of EQ-i 2.0: Subscales in Action |
Learners will be able to:
|
In-class |
Module 4: Interpretation and Giving Feedback |
Learners will be able to:
|
In-class |
Module 5: Getting Buy-In |
Learners will be able to:
|
In-class |
Module 6: Planning and Administration |
Learners will be able to:
|
e-learning |
Exam |
Embedded in elearning modules
Online after completion of program
|
e-learning |
Consider the following situation: Mary, an outside consultant, is contracted by an organization to coach a group of leaders. The leaders take the EQ-i 2.0 and each attends a feedback session with Mary, who reaffirms that the leaders’ results are confidential and for professional development purposes. Midway through the contract, the organization asks Mary to provide the leaders’ individual EQ-i 2.0 scores to upper management so they can use the results in their succession planning initiative. They also request the composite results so they can compare the group to a control group of leaders who did not participate in the EQ-i 2.0. When Mary points out that these requests violate the leaders’ consent to take the EQ-i 2.0 confidentially, the organization reminds Mary that they are the stakeholders and the paying client.
Identifying Your Client
Who is the real client in Mary’s situation? The organization’s upper-management team? The leadership group? Or the individuals Mary individually assessed?
When embarking on any assessment initiative, consider how the results will be used, who will have access to the scores, and discuss any potential future uses with the participants and any party engaging your services. As part of getting the informed consent of the participants, you must disclose the planned uses and ensure that participants will not be penalized for withholding their participation.
In Mary’s case, her ethical dilemma could be prevented by having a discussion upfront with the organization that identified the EQ-i 2.0 participants as her clients, and clarifying that should the scope of the initiative change, they would not be able to make use of the initial results.
Who Owns the Data?
The EQ-i 2.0 respondent owns their results in most development situations. When the EQ-i 2.0 is used in selection, the organization is also an owner. Should the organization request it in this case, you are obligated to provide the EQ-i 2.0 results. Additionally, should the job applicant request to see results, these should be made available to the requesting party in a timely fashion.
In Mary’s case, the organization could have been established as co-owners of the EQ-i 2.0 data prior to administration, and Mary would have included succession planning as one of the potential purposes of the EQ-i 2.0 when gaining the informed consent of the leaders.
For a complete discussion of identifying your client and sharing EQ-i 2.0 data, please see Planning the EQ-i 2.0 Assessment Process.
Confidentiality
EQ-i 2.0 results (including scores, reports, and composite results) should be viewed only by those responsible for their preparation and for delivery of feedback to the respondent and those responsible for candidate selection. All information is regarded as confidential.
All information shared between the administrator and respondent is confidential and subject to rules regarding privileged communication between qualified professional and client. If any aspect of one’s results is discussed with others who are not directly involved in the provision of feedback, such as for consultation or teaching purposes, no identifying information should be disclosed.
There are some situations in which reporting is compulsory by law. For example,
- suspicion of child abuse,
- indication of intent to commit suicide or physically harm others,
- indication of previous or present sexual abuse by any other Regulated Health Professional,
- subpoena by the court, and
- fraudulent use of personal identification.
Most administrators list the exceptions to confidentiality in their jurisdiction on an informed consent form that must be signed by the respondent before the EQ-i 2.0 is administered. See the Preparing Participants section in EQ-i 2.0 Setup and Scoring for further details.
You may wish to communicate a policy to respondents that following your feedback session, all copies of the reports are destroyed. Your clients should have a general understanding of your expectations of test disclosure, discussed in the next section.
Test Disclosure
The EQ-i 2.0 is a copyrighted tool. Therefore, it cannot be reproduced without the explicit written permission of the publisher. The EQ-i 2.0 is also a regulated test; in accordance with the ethical and professional standards of the American Psychological Association and the Standards for Educational and Psychological Testing, the use and interpretation of results is restricted to qualified professionals (see Qualification and Certification for more information).
Any printed EQ-i 2.0 reports should be retained in a confidential and secure location as long as required by any applicable laws or regulations. Recent laws (e.g., the United States’ Health Insurance Probability and Accountability Act [HIPAA] and the Canadian Personal Information Protection and Electronic Documents Act [PIPEDA]) require that individuals have access to the personal information contained in their files. Additionally, a file may be subpoenaed for a legal proceeding. It can be difficult to know how to provide the legally required information while maintaining copyright protection and security of test materials. It is recommended that local laws and regulations be followed for the appropriate storage and release of personal information, test materials, and results.
Please view the MHS Test Disclosure Policy, which includes recommendations for best practices regarding client access to test results and the release of test materials under legal and ethical obligations.
Rights of the Respondent
Respondents of the EQ-i 2.0 have the right to
- participate voluntarily,
- complete the inventory in a private setting,
- know how the results will be used and who will have access to the results (informed consent), and
- withdraw at any time.
The basic rationale for administering the test should be explained to the respondent(s) before beginning the EQ-i 2.0 assessment and explained in more detail after completing it. The respondent(s) should not merely be e-mailed a link and told to complete it. In either a group or individual meeting, the administrator must put the inventory into proper context, ensure confidentiality, explain that the results will not be the only factor in decision making, and assuage any anxiety the respondent(s) may feel about completing the inventory.
Informed consent must be obtained before administration, and the EQ-i 2.0 must not be used to trick or dupe respondents into giving information they do not want to share. Informed consent refers to providing the respondent with as much relevant information as necessary to allow him or her to consciously decide whether to participate in the assessment process. At the very least, the respondent must be told the reasons for issuing the inventory and how the results are going to be used. Participation must be voluntary, and verbal or written permission must be acquired. Written permission is recommended over verbal consent whenever possible. Informed consent is required in clinical, medical, educational, corporate, and even research settings.
Obtaining consent does not imply that once permission is granted the respondent cannot change his or her mind. Respondents should be free to withdraw consent and discontinue participation at any time.
Data Security
Access to MHS EQ-i 2.0 Portal is restricted to qualified users and requires an ID and password. Registration of MHS customers or their designated administrators (“Administrators”) is rigorous with defined qualification user levels. Identity is confirmed by a Qualification Form which is a binding test user agreement coupled with a review of qualifications and certification.
All MHS data (including Administrators and test user information, test data, including responses to test items, and report text) are stored in an industry-standard secure database. Access to these data is strictly controlled. A temporary password initially provided by MHS must be changed upon initial log-in. MHS is able to reset a password at the request of the customer, if necessary.
The EQ-i 2.0 is scored by a separate secure scoring server controlled by MHS with an advanced level of security protection. Once administered, test reports are returned to the Administrator by using an encryption technology described below.
MHS protects the personal data of MHS customers, the data of their clients, and the data collected via electronic commerce transactions with the highest levels of security. Through the e-commerce purchase process, we ask for the purchaser’s name, address, license number, credit card information (“Financial Data”), and other personal data required to process requests to purchase and maintain customer accounts. MHS servers use 128/256-bit industry-standard Secure Sockets Layer (SSL) encryption which is encryption technology that works with the most current web browsers. SSL encrypts the purchaser’s personal information (including Financial Data and other personal data) as well as test user information (including test data, responses, and reports returned to the Administrator), protecting against disclosure to third parties.
This handbook is divided into five parts to help you move through the EQ-i 2.0 and EQ 360 2.0 planning, assessment, and follow-through processes. A summary of each part is provided in Table 1.8.
Table 1.8. Using this Handbook
Part I: Getting Started with the EQ-i 2.0 |
Introduction | Answers who, what, when, where, and why to administer the EQ-i 2.0 and EQ 360 2.0, and how they’re different from previous editions. |
|---|---|---|
The Building Blocks of Emotional Intelligence |
A brief history of emotional intelligence and why it’s useful in organizations. |
|
The EQ-i 2.0 Framework |
Describes what the versions of the EQ-i 2.0 and EQ 360 2.0 measure, and the rationale for changes. |
|
Part I!: Administering a |
Planning the EQ-i 2.0 Assessment Process |
How to get the most out of the EQ-i 2.0 in your setting, including getting buy-in from key stakeholders and considering ethical cases. |
EQ-i 2.0 Setup and Scoring |
How to prepare participants, invite them to take the EQ-i 2.0, and customize feedback reports. | |
Part III: Administering a Multirater EQ 360 2.0 |
Planning the EQ 360 2.0 Assessment Process | How to get the most out of the EQ 360 2.0 in your setting, including selecting and preparing raters, and encouraging participation. |
| EQ 360 2.0 Setup and Scoring | How to invite participants and raters to take the EQ 360 2.0, and generate multirater reports. | |
Part IV: Using the Results |
Understanding the Results | How the scores are determined and what they mean. |
| Giving Feedback | Planning and conducting a productive debrief session with the respondent. | |
| Coaching Fundamentals | How to choose between group and individual development, and making the most out of development resources. | |
| EQ-i 2.0 Case Studies | EQ-i 2.0 application with real-world clients. | |
Part V: Creating the EQ-i 2.0 and EQ 360 2.0 |
Stages of Development | Describes the conceptualization, pilot studies, data collection process, and why these stages result in a more predictive assessment. |
| Standardization, Reliability, and Validity | Describes the standardization, reliability, and validity of the tools as well age, gender, and multicultural effects of the EQ-i 2.0 and EQ 360 2.0. |