Part I: Getting Started with the EQ-i 2.0

The EQ-i 2.0 Framework

The EQ-i 2.0 Model of Emotional Intelligence

The heart and soul of the EQ-i 2.0 resides in its conceptual framework, a framework that is based on the original EQ-i model (Bar-On, 1997) and continues to provide unique access into one’s emotional and social functioning and well-being. This section is designed to provide a thorough understanding of the conceptual view of emotional intelligence as measured by the EQ-i 2.0, including the operational definitions of the many components being measured. Mastering an understanding of the conceptual framework of the EQ-i 2.0 is the first step in the successful application of the tool and provides the basis for evaluating and interpreting results.

Not unlike the need to update and improve the EQ-i itself, it is necessary to consider the overarching framework that guides these changes. Recent advances in both the research and practice of emotional intelligence have resulted in a deeper understanding of what emotional intelligence is, what it looks like, how we talk about it, and ultimately how it can be captured, resulting in a need to refine our working definition. In response to these advancements Emotional Intelligence is defined as

…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.

Emotional intelligence (EI) —as defined here and applied in the Emotional Quotient Inventory (EQ-i 2.0) —reflects one’s overall well-being and ability to succeed in life. The richness of this operational definition is reflected in one’s level of functioning at the composite level and further enhanced by an understanding of the interconnectedness of the 15 different factors that comprise the EQ-i 2.0.

It is of paramount importance that the coach, consultant, counselor, or practitioner understands that, although emotional intelligence is a significant predictor of personal and professional success and well-being, emotional intelligence does not operate in a vacuum. Emotional intelligence combines with other important attributes, such as genetic predispositions, intellectual capacity, trained skills, motivation, and environmental factors, all of which  together impact one’s propensity for success and well-being. This approach is in agreement with the “interaction position” adopted by Bem and Allen (1974), which stressed that assessment must seriously attend to personal factors and environmental situations to predict behavior. Epstein (1979) further emphasized this position, underscoring that the question of whether a given situation or the person involved in it is more important is meaningless, because behavior is always the complex interaction between the person and the situation. As a result, it is moot to talk about characteristics of an individual’s behavior without specifying and gaining an understanding of the situation in which the behavior occurs.

The framework from which the EQ-i 2.0 is derived identifies 15 separate but related factors that provide structure for the meaningful interpretation of the interaction between a person and his or her environment. In essence, the 1, 5, 15, factor model of the EQ-i 2.0 relates to an individual’s potential for success and well-being, and is not a direct measure of it. As a result, a thorough understanding of the EQ-i 2.0 framework provides invaluable insight into a person’s potential: it sheds light onto the depth and breadth of his or her processes for dealing with thoughts, feelings, and emotions, and for interacting with the outside world.

The following section expands on the operational definition of EI that provides the foundation for the EQ-i 2.0, including a description of the five composite factors and their respective subscales. The composite scales are designed to provide a ’macro’ perspective on one’s level of emotional and social functioning by giving insight into the individual’s perception of his or her inner self;  the outward expression of this perception;  and his or her ability to establish and maintain relationships, apply emotional information, and cope with and manage stress. Each composite scale is comprised of a subset of skills that provide the functional utility of the EQ-i 2.0 (Figure 3.5).

Figure 3.5. Factor Structure of the EQ-i 2.0

The 15 subscales provide the EQ-i 2.0 with the functional utility that coaches, counselors, HR professionals, and corporate executives have come to expect. Emotional skills and emotional intelligence develop over time, with experience, and in direct relation to deliberate practice. Each of the subscales of the EQ-i 2.0 sheds light onto the many emotional facets related to well-being and performance; as a result, both well-being and performance can be enhanced when an individual learns how to leverage his or her natural strengths while gaining a greater understanding of — and developing the skills to evolve — the areas of emotional intelligence that are underutilized (Figure 3.6).

Figure 3.6. EQ-i 2.0 Model of Emotional Intelligence

Self-Perception

This facet of emotional intelligence addresses the inner self. The subscales include Self-Regard,  Self-Actualization, and Emotional Self-Awareness, which together are designed to assess feelings of inner strength and confidence, persistence in the pursuit of personally relevant and meaningful goals, and an understanding of what, when, why, and how different emotions impact thoughts and actions.

Self-Regard is respecting oneself while understanding and accepting one’s strengths and weaknesses. Self-Regard is often associated with feelings of inner strength and self-confidence. Self-acceptance is the ability to accept one’s perceived positive and negative aspects as well as one’s limitations and possibilities. This component of emotional intelligence is associated with general feelings of security, inner strength, self-assuredness, self-confidence, and self-adequacy. Feeling sure of oneself is dependent upon self-respect and self-esteem, which are based on a well developed sense of identity. A person with a well-developed self-regard feels fulfilled and satisfied with him or herself. At the opposite end of the continuum are feelings of personal inadequacy and inferiority.

Self-Actualization is the willingness to persistently try to improve oneself and engage in the pursuit of personally relevant and meaningful objectives that lead to a rich and enjoyable life. Striving to actualize one’s potential involves engaging in enjoyable and significant activities and making a lifelong and enthusiastic commitment to long-term goals. Self-actualization is an ongoing, dynamic process of striving toward maximum development of one’s abilities, capacities, and talents. This component of emotional intelligence is associated with persistently trying to do one’s best and improve oneself in general. Self-actualization is associated with feelings of self-satisfaction.

Emotional Self-Awareness includes recognizing and understanding one’s own emotions. It involves the ability to differentiate between subtleties in these emotions, while being aware of their causes and the impact they have on the thoughts and actions of oneself and others. At the core of emotional self-awareness is the ability to know what one is feeling and why, while being able to recognize and understand the source of those feelings.

Self-Expression

The Self-Expression Composite scale is an extension of Self-Perception and addresses the outward expression or the action component of one’s internal perception. This facet of emotional intelligence is comprised of Emotional Expression, Assertiveness, and Independence. It assesses one’s propensity to remain self-directed and openly expressive of thoughts and feelings, while communicating these feelings in constructive and socially acceptable ways.

Emotional Expression is openly expressing one’s feelings verbally and non-verbally. Emotional expression extends beyond the simple overt expression of one’s feelings, to include the communication of those feelings in a manner that can be understood and experienced by the recipient.

Assertiveness involves communicating feelings, beliefs, and thoughts openly, and defending personal rights and values in a socially acceptable, non-offensive, and non-destructive manner. Assertiveness is a complex and essential component of emotional intelligence that transcends one’s ability to express emotion. Assertiveness includes the expression of feelings, but further encompasses one’s ability to openly express thoughts, beliefs, and ideas, even in the face of adversity, and to defend and stand up for one’s personal rights.

Independence is the ability to be self-directed and free from emotional dependency on others. Decision making, planning, and daily tasks are completed autonomously. Independent people are self-reliant in planning and making important decisions; however, highly independent individuals may seek and consider the opinions of others before making the best decision. Seeking consultation or advice and gathering information are not signs of dependency. Independence is the ability to function autonomously without protection and support: independent people avoid clinging to others to satisfy their emotional needs.

Interpersonal

The Interpersonal Composite scale includes Interpersonal Relationships, Empathy, and Social Responsibility. This facet of emotional intelligence measures one’s ability to develop and maintain relationships based on trust and compassion; articulate an understanding of another’s perspective; and act responsibly while showing concern for others, a team or  a greater community/organization.

Interpersonal Relationships refers to the skill of developing and maintaining mutually satisfying relationships that are characterized by trust and compassion. Mutually satisfying relationships include social interchanges that are potentially meaningful, rewarding, and enjoyable. Among positive interpersonal relationship skills are the ability to connect with others by remaining open and by a willingness to both give and receive affection and intimacy; and the ability to remain at ease and comfortable in social situations. This emotional skill requires sensitivity toward others, the desire to establish meaningful relationships, and the ability to feel satisfied with relationships.

Empathy is recognizing, understanding, and appreciating how other people feel. Empathy involves being able to articulate your understanding of another’s perspective and behaving in a way that respects others’ feelings. At the core of empathic behavior is being able to perceive and appreciate what, how, and why people feel the way they do - being able to emotionally “read” other people - while demonstrating an interest in and concern for others.

Social Responsibility is willingly contributing to society, to one’s social groups, and generally to the welfare of others. Social Responsibility involves acting responsibly, having social consciousness, and showing concern for the greater community.

Decision Making

The Decision Making Composite scale addresses the ways in which one uses emotional information. This facet of emotional intelligence includes Problem Solving, Reality Testing, and Impulse Control. Collectively, this composite scale reveals how well one understands the impact emotions have on decision making, including the ability to resist or delay impulses and remain objective in order to avoid rash behaviors and ineffective attempts at problem solving.

Problem Solving is the ability to find solutions to problems in situations where emotions are involved. Problem solving includes the capacity to understand how emotions impact decision making. Problem solving is a complex and even multiphasic process. It is not about neutralizing emotion, but about using emotional information to enhance the process of recognizing a problem, feeling confident in one’s ability to work through it, defining the problem, generating a solution, and implementing the plan. The appropriate application of emotional information can help identify potential pitfalls, inspire the recruitment of help, and even expedite the solution by evoking feelings of confidence. Problem solving is about understanding the impact that emotions have on the decision making process and using those emotions most effectively.

Reality Testing is the capacity to remain objective by seeing things as they really are. This involves recognizing when emotions or personal bias can cause one to be less objective. Reality testing involves the active search for objective information to confirm, support, justify, and validate feelings, perceptions and thoughts. Strong reality testing skills allow one to keep things in the proper perspective and experience things as they really are, without fantasizing, daydreaming, or attaching wants, desires, and ideals to a context. An important aspect of reality testing involves the ability to concentrate and remain focused when presented with emotionally evocative situations. In essence, reality testing is all about perception, clarity, and objectivity.

Impulse Control is the ability to resist or delay an impulse, drive, or temptation to act. It involves avoiding rash behaviors and impetuous decision making. Impulse control entails a capacity for recognizing and accepting one’s desire to react without becoming a servant to that desire. Difficulties in impulse control are manifested by low emotional threshold, impulsiveness, loss of self-control, and unpredictable behavior.

Stress Management

The Stress Management Composite scale is comprised of Flexibility, Stress Tolerance, and Optimism. Collectively, this facet of emotional intelligence addresses how well one can cope with the emotions associated with change and unfamiliar or unpredictable circumstances, while remaining hopeful about the future and resilient in the face of setbacks and obstacles.
Flexibility is adapting emotions, thoughts and behaviors to unfamiliar, unpredictable, and dynamic circumstances or ideas. This component of emotional intelligence refers to one’s overall ability to adapt and tolerate the stress that accompanies change. Flexible people are agile and capable of reacting to change with minimal adverse effect; they are open to and capable of change, and tolerant of new ideas, orientations, and practices.

Stress Tolerance involves coping with stressful or difficult situations and believing that one can manage or influence those situations in a positive manner. This component of emotional intelligence is multifaceted: one’s stress tolerance depends on being equipped with the necessary and relevant coping skills; maintaining a belief that one can handle the situation; and feeling confident that one can have a positive impact on the outcome. Stress tolerance is very much related to resilience and, when coupled with optimism, is a strong indicator of one’s ability to effectively deal with problems and crises (as opposed to surrendering to feelings of helplessness and hopelessness). When stress tolerance is low, anxiety is likely, which can have negative effects on well-being, concentration, and ultimately performance.

Optimism is an indicator of one’s positive attitude and outlook on life. It involves remaining hopeful and resilient, despite occasional setbacks. Optimism assumes a measure of hope in one’s approach to life. It is a positive approach to daily living and a significant component of resilience and well-being.