PACE yourself – building a compelling and actionable business case for emotional intelligence assessments like the EQ-i

Article by Geetu Bharwaney, BSc, MScIn the early days of offering emotional intelligence assessments, my colleagues and I at Ei World used to promote the EQ-i as a ‘great tool’ with our favourite selling point – it helped realize self-awareness for a wide range of people in organizations. Whilst there is nothing wrong with this strategy, it proved not to be a particularly effective one. Over time, our strategy has changed in a subtle way to one that is more focused on the client’s needs and outcomes. We summarise this strategy with the acronym PACE.

Positioning
Application
Conviction
Execution

Each of these components of this strategy is explained below with their specific reference to the EQ-i in an organizational setting.  The result has been a marketing strategy which has served us well in effective promotion of the EQ-i to a wide range of clients.

P is for Positioning. This means that in preparing your clients to buy the tool, the tool needs to be positioned appropriately so that it is clear as to what the tool is designed to do. The key question to ask and answer is:

‘What does the EQ-i enable people to do, that they unable to do without it?’

The answer to this question helps to address the context of the assessment which we find to be critically important in today’s economically-challenged times.

In particular, we have found that the term ‘self-awareness’ is no longer adequate to make the case for using the EQ-i. More powerful are terms like ‘organizational well being’, ‘leadership effectiveness’ and ‘business performance’ which help to identify areas where return on investment can be found. Ideally, emotional intelligence assessments are positioned in line with where there is the most pain in a particular organizational context.

Now, we have found it useful to position the EQ-i as a tool which helps to transform stress into business effectiveness and well-being for the organization. The result of this clear positioning is that we have sold many more EQ-i’s in the same period compared to the previous financial period and have more large-scale projects in the pipeline.

The key to successful positioning is to have the back-up of research data and testimonials from recent projects that support this key positioning. Typically the research data is taken from existing organizational metrics (for example, engagement survey results, performance appraisal data or health metrics) and will vary from organization to organization.

A is for Application. This refers specifically to how the EQ-i is going to be applied in the organizational context. In other words, which implementation method will be used to introduce the EQ-i (i.e. as a one-to-one tool for a ‘one-time’ assessment, a one-to-one tool as part of a coaching project, a group tool for delivery of feedback to a whole group, or a research project)? Being clear about this in your marketing helps clients see various possibilities for using the EQ-i. The key question to address is:

‘How specifically will the EQ-i be used in this particular context in order to reach the best outcomes for the specific target population being discussed here?’

For example, a recent client reported the need for their leaders to be helped at a time of great organizational change. Whilst it appeared that one-to-one EQ-i assessments and confidential debrief sessions might help the leaders, the real issues were being felt by the team members that these leaders were leading. Therefore, we built a business case for all team members to participate in assessments. The leaders would have sight of their group EQ data as well as their own EQ-i profile during a two-day learning event.  This was a more effective strategy than providing confidential one-to-one sessions. This strategy helped to bring a focus on personal effectiveness both for the team leader and for their whole teams; plus, it involved providing many more EQ-i assessments. Thus, it helped to embed the EQ-i into this organization’s organizational development processes. Having the flexibility of offering the EQ-i in multiple ways was a great strength to the project.

The key to being specific about the application is to explore all possible applications (some are listed above) in relation to the stated organizational need and to identify the one(s) which are the most suitable in reaching the desired outcomes.

C is for Conviction. This refers to the process of explaining the EQ-i and being confident in your conviction about the power of the tool. We have used terms like ‘razor-sharp insight’ and ‘breakthroughs in leadership behavior’ to explain how the EQ-i adds value. It is important to create language that you can be confident about, in your verbal explanations. The key question to ask here is:

‘What are the most important benefits of using the EQ-i in 4 words maximum?’

 You might wish to start with reviewing past clients and articulate the stated benefits from clients. Use this language in your marketing materials to help make the case for the EQ-i.

E is for Execution. This refers to the actual task of gaining a client and working with them. Most client projects start with someone who is initially interested in the tool. The key question to ask and answer here is:

‘What is the optimal starting point for exploring the power of the tool in this context?’

We used to go right ahead and provide a trial assessment when asked (this is a usual starting point for people expressing interest in the tool) though we have found that a trial of the EQ-i and a confidential debrief may or may not lead to further assessments as it is subject to the impact of the EI strengths and development areas of the respondent’s EQ-i. For example, a client with very low Impulse Control may have moved onto the next thing before fully following through with the trial assessment or a client with Low Reality Testing may not fully realise the implications and subtleties of the implementation of the EQ-i.

A more powerful technique would identify the right volunteer and the starting point for a possible project. Sometimes it is a trial assessment but not necessarily with the person who is commissioning the work – ideally it is conducted with a ‘real’ client or a small group of real clients. This will provide more accurate experience of using the tool.

Ideally the execution of the early stages of EQ-i usage is mapped out, so that the use of the EQ-i can be trialled and refined based on the ‘teething’ stages of a new project.

With a focus on Positioning, Application, Conviction and Execution, we believe that it is possible to be highly successful in using the EQ-i.  The combined effect of focusing on these four aspects of marketing the EQ-i is a compelling and actionable business case for the EQ-i.

About Geetu, Founding Director of Ei World Limited

Geetu leads projects involving leadership development, emotional intelligence and coaching in a cross cultural context in both the corporate and educational worlds. In the last year, she has focused on interventions based on emotional intelligence for technical experts. A key passion is to equip people to develop the skills and capabilities of working with emotional intelligence in their own arenas of work.

Geetu’s present work involves measuring EI, researching the characteristics of ‘star’ leadership performance, and providing focused and targeted EI development.

Geetu Bharwaney is a qualified trainer of the EQ-i and EQ-360 and regularly conducts public programmes to equip new users of the EQ-i at Ei World – a long-standing provider of emotional intelligence assessments in organizational settings.  She can be contacted by email gbharwaney@eiworld.org or by phone +44-1525-840090.

Changing the Accessment Industry FOREVER: EQ-i 2.0 Launch Events

BIG STATEMENT? IT SURE IS.

How do we know? We talked to over 700 consultants, coaches and HR professionals…people just like you. They told us what they wanted and we listened. Introducing the new EQ-i 2.0 Experience—making you the authority in emotional intelligence.

BE AMONG THE FIRST TO EXPERIENCE THE NEW EQ-i 2.0

For an exclusive sneak peek, be among the first to experience the new EQ-i 2.0 at a prelaunch event near you. Please book early as space is limited.

Find more information, or to sign up, go to:

www.mhs.com/LaunchEvents

EI, Emotional Self-Efficacy and Academic Success in British Secondary Schools

The significant progress that educators in the United Kingdom have made in recognizing the importance of Emotional Intelligence and integrating it into school curriculums can be seen in the success of the Social and Emotional Aspects of Learning (SEAL) program, on which we have often reported here in the EI Insider. The following study, submitted by Pamela Qualter, a lecturer in the School of Psychology at the University of Lancashire, is further evidence of this dedication to providing students with far more than book smarts.

This study examined the long-term effects of Emotional Intelligence and emotional self-efficacy on scholastic achievement in British adolescents. Participants were 628 male and female secondary school students. They completed the following tests during the first few weeks of secondary school (Year 7): an assessment of EI (MSCEIT YV) and cognitive ability, an assessment of emotional self-efficacy (EQ-i: YV) and personality questionnaires. Academic achievement data were collected at Year 9 and Year 11. Structural equation modeling analyses showed that EI has direct effects on Standard Assessment Tests (SAT) and General Certificate of Secondary Education (GCSE) English performance for boys, but not girls.  In contrast, emotional self efficacy directly predicts SAT and GCSE English scores for girls, but not boys.  In science, EI and emotional self-efficacy do not predict SAT or GCSE performance for boys; for girls, EI directly impacts on SAT scores, and indirectly predicts GCSE Science performance via its relationship with SAT performance. 

Further analysis showed that emotional self-efficacy and EI act as moderators of the effects of cognitive ability on academic achievement.  For example, it was found that boys who have high emotional self-efficacy and high cognitive abilities outperform all other males in GCSE English language and English literature; girls high on EI and cognitive ability perform better than girls of a similar cognitive ability, but lower EI, on GCSE maths, English literature, English language and science. It was therefore concluded that opportunities to develop EI and increase emotional self efficacy may offer educators significant opportunities to improve educational achievement.

Upcoming MSCEIT Certification with Susan Kornacki

If you are seeking accreditation for our popular ability-based assessment of Emotional Intelligence, the MSCEIT™, the MHS UK office will be partnering with Susan Kornacki of EI Skills Group to host a 3-day MSCEIT accreditation course in late January, 2009. When it comes to the MSCEIT, Susan Kornacki is one of our most experienced training partners as she works closely with Dr. David Caruso, one of the assessment’s authors. If you are interested in participating in this accreditation, please contact our UK office at customerservice-uk@mhs.com for further details on dates, location and how to register.

CPL Leading its Industry in Behavioral Research

 Alexander James McDougall, Organisational Development Facilitator at Cleveland Potash Ltd (CPL), is quickly gaining notice for his research on the concept of Emotional Intelligence and its relevance in the mining industry.

Not surprisingly he found introducing Emotional Intelligence problematic and initially experienced much resistance. Five years ago at a conference he was asked, “how would you introduce Emotional Intelligence into an industry as heavy as mining?” His reply was “I wouldn’t use the words emotional or intelligence”.

McDougall describes the evolution of his work at CPL: “A lot has happened in the last five or six years and we now have a management team that accepts and understands that human skills and ingenuity are as central to achieving business success as academic achievements and formal qualifications.”

Emotional Intelligence is simply not all about ‘being nice’, nor is it about having a high IQ, Alex explains to CPL employees. “EI helps people better understand their emotional and social functioning and be more aware of how our own behaviours can impact on our performance and other people”.

Alex explained that the landscape in which CPL operates is changing constantly and that organisations worldwide are looking at ways to leverage their assets. Cleveland Potash is no different.  The bottom line is that a variety of businesses are looking at ways to develop the culture of their organisation, to reshape the nature of their work and how it is organised.  CPL understands that the way in which people behave, and the ways in which they are managed and perform, will be crucial to achieving its goal. The underlying theme is that the focus is no longer only on what companies produce, but on the people producing it.

As part of the OD initiative, led by Alex, approximately 50 to 60 people have been involved in the EI programme. Initially the people taking part have been senior management and supervisory personnel, as it is now widely understood that successful leadership is based on the emotional and social behaviour of an individual.  CPL has discovered that the assessment of someone’s Emotional Intelligence is a powerful tool for both understanding and developing an individual’s leadership skills.

Promoting International Intelligence at Marlowe Academy

This July MHS UK took Social Responsibility to the corporate level when they sponsored a World Awareness Day at Marlowe Academy secondary school in Kent. Staff and students at the school came up with the ambitious idea of observing World Awareness Day by displaying 33 international flags to represent each of the nations present among the school’s pupils and staff. The staff at MHS’ UK office helped to make this idea a reality by contributing the funds needed to purchase all of the flags.

The day was arranged as part of a proactive step by the school to celebrate diversity, promote the identity of its pupils and support relationships amongst its international community. Students and staff got creative, making outfits based on the traditional garb of other cultures, and dance groups from Slovakia, Africa and Poland were joined by Kenyan band Kenge Kenge to provide rhythm for the day.

The international flags were prominently displayed throughout the celebrations. One of the leaders of Kenge Kenge, Peter Orindg, said, “I was very impressed when I entered the hall and saw all the flags displayed, they must do this again”. Other highlights included a host of display stands with information about each country and the chance to try foreign foods, from pizza to vindaloo and Caribbean treats. At the end of the day pupils gathered in the grounds to arrange themselves into the shape of a globe before releasing hundreds of balloons.

School Principal, Ian Johnson said, “It was a wonderful day, a joy to see our talented students, great bands and dancers. The place was awash with enthusiasm as we all celebrated talents from around the world.” Michael Tulloch, a teacher and EQ coordinator at the school said, “our thanks go to MHS for providing the flags for the celebrations which helped the students celebrate their identities, increased the cultural awareness of others, and formed an essential part of the day. I look forward to our continued collaboration with MHS in the new school year.”

Marlowe academy is an innovative school that has turned the school’s performance around in recent years through a range of groundbreaking initiatives that have positive Emotional Intelligence practices at the core. Marlowe was one of the pilot SEAL (Social Emotional Aspects of Learning) schools and will be using the EQ-i YV to assess all of their year 7 (first year within the school) intake come September. This intake testing will help to inform Emotional Intelligence practices and to support the collective and individual needs of the students as they set out to achieve their potential at the school and in life.

Advanced EQ-i Practitioner Workshop

The EQ-i experts at Career Performance are hosting an Advanced EQ-i practitioner workshop with EQ-i creator Dr. Revuen BarOn on the 7th November 2008 in London, England. The workshop will aim to introduce accredited EQ-i users to some more advanced uses for Emotional Intelligence, including the following:

• Best practice applications of EI in the workplace
• How to use the EQ-i effectively in coaching
• How to identify and interpret cluster scores
• How to manage challenging EQ-i results
• Identifying dangerous score combinations
• When to refer a client to additional support services

This will also be an opportunity to meet with our own Paul Vella from the MHS UK office. Paul will be available to answer questions and will be providing an update on MHS’ latest products and services.

 

For further information or to register, please contact Dorothy Spry at Career Performance at  dorothy@careerperformance.co.uk.

The Impact of EI on Workplace Culture

On 6th May, Jonathan Perks from Penna PLC presented a session entitled “Coaching Leaders to Develop EI” to a complete sell-out crowd at Grosvenor House in London. This interactive presentation was an inspiration with the added bonus of a ‘real life’ example of just how effective the use of the EQ-i® assessment can be when assisting with a developmental coaching process.

Jonathan demonstrated how EQ can improve over time when a coaching process is put into place. He shared with the group the results from a Managing Director of a global bank who had achieved a substantial increase in his EQ over a period of only 6 months. Jonathan went on to show how using the EQ-i to assess EI can be a very powerful coaching tool.

Jonathan stated “EI Works…this Emotional Intelligence measurement [the EQ-i] is powerful, allowing clients to achieve more with less effort. The tool allows not only connection but also affiliation, a real depth between you and your client”. He went on to conclude that “EI is a universal concept whose time has now come.”

Jonathan was assisted throughout his presentation by one of his clients from a global leading law firm. When this client began his coaching sessions with Jonathan and his colleagues at Penna, his direct reports and colleagues stated that they “would rather drink sulphuric acid than work with [the client]”. However, as the result of the changes brought about by a thorough and consistent coaching process adopting an Emotional Intelligence culture, these same individuals, commenting via the client’s EQ-360 feedback, now describe the client as “unrecognisable”.

The client commented that introducing a coaching culture with the help of Jonathan and Penna PLC has caused a complete revelation with a ‘cascading’ effect on the organisation. The client now serves as a coach himself within his organisation, and he finds that employees are volunteering for coaching faster than he can recruit them. Now the organisation is measured by its passion for coaching, and the inspiring experience of the organisation’s metamorphosis has resulted in not only business growth but also greater job satisfaction.

Highlighting the Importance of EI to Interviewing at the HRD 2008 Conference

MHS recently exhibited at the HRD 2008 Conference: the largest HR development Conference of the year in the UK. During the three-day Conference and Exhibition, a number of learning areas were provided for exhibitors to engage with the delegates and conduct workshop-based learning sessions. MHS chose to present at the Learning Arena given its interactive nature, allowing Paul Vella from our UK office to facilitate a session on “ EI and Star Performers” with more than 100 delegates in attendance. The remit for the sessions is to provide “bite sized” learning whilst offering insight into exhibitors’ products and services, and it proved a great chance for us to connect with a large section of the audience.

Paul, supported by Nicky Schlatter and Teena Dailey, facilitated a number of exercises designed to provide insight and experience of how Emotional Intelligence skills are relevant in identifying and predicting star performers in organisations. After an introductory “ice breaker” Paul used an exercise from the Emotional Self-Awareness section of Marcia Hughes et al.’s Emotional Intelligence in Action, which fully engaged the audience.

The exercise entitled “it just bubbles up” demonstrates the impact emotions can have on situations and interactions and how they can dictate and steer behaviour— sometimes negatively. The added learning is in how we can gain greater control over such situations by paying attention to our emotional signals, be they feelings or physical symptoms. Participants gain greater awareness of how feelings in a given situation are likely to impact their responses. We can then proactively act on that increased self-awareness to leverage greater control over emotionally charged situations, hopefully ensuring more desirable outcomes.

During another exercise, delegates were given definitions of the 15 EQ-i sub scales. They were asked to think of an occupational role they know well, either their current role or a previous one, and were asked to conduct two mock interviews on the person sitting next to them for that position.

During the first interview, participants were not permitted to ask questions that touched on any of the 15 EQ-i areas, so topics such as communication, resilience, team cohesiveness and self-confidence were strictly off the menu. They testified that this method resulted in very dry, stilted, and uninteresting questions which were highly technical and did not allow them to get to know the individual well at all.

The second time, they were only allowed to ask questions which stemmed from the 15 EQ-i subscales. Interestingly they testified that this method allowed them to ask much more job—specific questions, helped them to get to know the interviewee much better, and made the interview far more enriching and interesting.

On a show of hands, all preferred the second interview—both as interviewer and interviewee. The exercise communicated the value and relevance of EQ-based skills in interview performance, and suggests a similar impact on job performance. Through examples and best practice guidelines, participants learned how firms, with the support of MHS, are using the EQ-i to statistically identify star performer profiles for their specific organisations which can then be used in recruitment, competency modeling, succession planning, and training needs analysis.

The MHS team received a great response from the audience, who were fully engaged and came away with a better understanding of how EI can be formally integrated into their organization’s talent strategies.

Social Emotional Aspects of Learning (SEAL) Programme Update

MHS UK are excited to be exhibiting at next month’s Secondary SEAL (Social Emotional Aspects of Learning) Conference in London. Due to oversubscribed demand, this is the third SEAL conference focusing on secondary schools following the Government’s release of the results from the pilot SEAL project in primary schools last summer, and their subsequent pledge to roll out the programme to all primary and secondary state schools in the UK. The SEAL curriculum focuses on the development of 5 key skills in young people: self awareness, management of feelings, motivation/resilience, empathy, and forming positive relationships.

At the last SEAL Conference in February, educational providers showed a great deal of interest in MHS EI assessments offering for both schoolchildren and teachers. Delegates were further encouraged by the news that the EQ-i adult and youth versions are specifically recommended in an independent review commissioned by the DFES (Department for Education and Skills) as having potentially the most value of all emotional and social assessments for young people. The recommendation also cited the added benefit of having an adult version which could be used to help develop emotional and social skills in teachers. News of the youth version of our MSCEIT assessment, the MSCEIT YV (currently in the data collection phase of development), was also of interest to delegates.

The February conference was opened by Sue King from Her Majesty’s Inspectorate, who enthusiastically announced key positive findings including:

• The SEAL programme’s huge impact on how pupils interacted with one another and teachers in the classroom had a positive effect on the academic and personal outcomes of the young people.
• Better levels of learning, better behaviour, improved cooperation between students and staff, as well as among students (particularly in schools where there was previously a lot of tension),
• Differences in how pupils felt about themselves, with the pupils reporting they felt more positive, more included, more valued and felt a greater investiture in their academic success.
• An increase in staff morale, fewer confrontations were reported, and there was a greater focus on learning and a greater impact on attainment and achievement.

The key message was that the curriculum had radically improved pupil outcomes and literally transformed schools, particularly those that were previously struggling.

The next SEAL Conference will be taking place 15 May 2008 at The Ibis, Earl’s Court, London. If you are planning to attend, please be sure to visit the MHS stand.