Self PeopleIndex Norms PeopleIndex Report for: Online Assessment: The PeopleIndex report is designed to provide a focus about specific emotional intelligence competency strengths and potential development areas. It should not be used as a source of information concerning personnel actions including promotion, salary, review or termination. © 2006. All Rights Reserved. Developed by Kenneth M. Nowack, Ph.D. Summary Feedback Report Introduction to Emotional Intelligence Introduction The Importance of Self-Reflection and Feedback How to Use Your PeopleIndex Report The Report Contains: What is Emotional Intelligence? What are the Components of Emotional Intelligence? What is the Association between Emotional Intelligence and Effectiveness? This report provides you with feedback on 17 critical emotional intelligence competencies required for career success and effective performance in your job. PeopleIndex compares your own self-perceptions to those of others in an extensive international database of professionals in diverse industries. It's not how intelligent we are, but how we are intelligent. At the most basic level, emotional intelligence is the ability to recognise, understand and manage your emotions and behaviour effectively. The most widely accepted model of emotional intelligence (EI) has been influenced by several scientists and researchers. Howard Gardner's (1983) theory of multiple intelligence lists interpersonal and intrapersonal intelligence as unique and different from the mathematical/logical type recognized today as "IQ" or general intelligence. Peter Salovey and John Mayer first proposed their theory of EI in 1990 and Reuven Bar-On (1988) has placed EI in the context of health and well-being. Daniel Goleman (1998) formulated EI in terms of a theory of organisational and job performance. All these models, however, share a common core of basic concepts including Self-Awareness, Self-Management, Social Awareness, and Relationship Management. A growing research literature suggests that emotional intelligence may play a far more important role in career success and job performance than IQ. Studies suggest that: EI Competency Definitions Competency Group Summary Competency Summary Most Frequent / Least Frequent Behaviours Top and Bottom Behaviours Behaviour Summary Feedback Interpretation Open Ended Comments Development Planning Guide Self Others Perception Behaviour Self- Awareness Social Awareness Self- Management Relationship Management Accurate self-reflection and feedback is essential to individual growth and development. Accurate self-reflection and feedback can act as a powerful stimulus to change your own behaviour. Seeking input and feedback from others about your PeopleIndex report can help clarify the accuracy of your own self-assessment and facilitate development planning efforts. Analyse and process your PeopleIndex report. Understand the impact and consequences of your behaviour. Identify what you could be doing more of, less of, or differently to increase interpersonal effectiveness. To implement a self-directed action plan to enhance emotional intelligence. Highly conscientious employees who lack social and emotional intelligence perform more poorly than those high in conscientiousness and emotional intelligence On average, strengths in purely cognitive capacities are approximately 27 percent more frequent in high performers than in the average performers, whereas strengths in social and emotional competencies are 53 percent more frequent The highest performing managers and leaders have significantly more "emotional competence" than other managers Poor social and emotional intelligence are strong predictors of executive and management "derailment" and failure in one's career Competency Definitions Competency Definitions Continued PEOPLE INDEX FREQUENCY RATING SCALE 1 = To an Extremely Small Extent 2 = To a Very Small Extent 3 = To a Small Extent 4 = To a Moderate Extent 5 = To a Large Extent 6 = To a Very Large Extent 7 = To an Extremely Large Extent Competency Group Introduction Competency Group Introduction Continued Competency Group Line Graphs How to Interpret Your Graphs This section provides feedback about your level of self-management and relationship management behaviours by comparing your own ratings to those of others across the three emotional intelligence competency groups. Each PeopleIndex line graph compares your self ratings to those in the international database across three emotional intelligence competency factors: The competency group line graphs compare your own self-perceptions to those in the existing normative database. Differences of one-half a point or more might suggest important perceptual differences. Each PeopleIndex graph is easy to understand and interpret. You were asked to rate how frequently you demonstrate specific emotional intelligence behaviours using the following 7-point scale: Self Others Perception Behaviour Self- Awareness Social Awareness Self- Management Relationship Management 1 To an Extremely Small Extent 2 To a Very Small Extent 3 To a Small Extent 4 To a Moderate Extent 5 To a Large Extent 6 To a Very Large Extent 7 To an Extremely Large Extent Competency Group Line Graphs How to Interpret Your Graphs This section provides feedback about your level of self-management and relationship management behaviours by comparing your own ratings to those of others across the three emotional intelligence competency groups. Each PeopleIndex line graph compares your self ratings to those in the international database across three emotional intelligence competency factors: The competency group line graphs compare your own self-perceptions to those in the existing normative database. The line graphs that follow compare your perceptions to the normative sample using two related scores: standardised z-scores on the left axis and percentiles on the right axis. Standardised z-scores provide a useful way to compare your own scores to others in the large normative database of supervisors, managers and executives. The z-score, for a competency or item, is the distance and direction from the average expressed in units of standard deviation. A z-score is sometimes called a "standardised score" with 0.0 representing the average. For example, a z-score of 1.0 means that the competency or item is one standard deviation above the average score in the normative database. These z-scores represent the actual standard deviation above or below the average (shown as 0.0 on the graph). If you have a score that is above the +2.0 standard-deviation line, that z-score is in the top 2 percent of all people rated on that item (in other words, in the 98th percentile as shown on the right axis). Such a score is considered very high and is labelled as such at the right of the graph. A z-score difference of .50 or more might suggest important differences to further explore. To further understand your scores, read the following definitions of the terms "Average" score, "Moderately High" score, and so on. Self Others Perception Behaviour Self- Awareness Social Awareness Self- Management Relationship Management Very High z-score above 2.0 (98th percentile) High z-score above 1.0 (84th percentile) Moderately High z-score above .50 (67th percentile) Average z-score equal to 0.0 (50th percentile) Moderately Low z-score below -.50 (32th percentile) Low z-score below -1.0 (16th percentile) Very Low z-score below -2.0 (2nd percentile) Competency Group Line Graphs How to Interpret Your Graphs This section provides feedback about your level of self-management and relationship management behaviours by comparing your own ratings to those of others across the three emotional intelligence competency groups. Each PeopleIndex bar graph compares your self ratings to those in the international database across three emotional intelligence competency factors: The competency group line graphs compare your own self-perceptions to those in the existing normative database. The line graphs that follow compare your perceptions to the normative sample using two related scores: standardised t-scores on the left axis and percentiles on the right axis. Standardised t-scores provide a useful way to compare your own scores to others in the large normative database of supervisors, managers and executives. The t-score, for a competency or item, is the distance and direction from the average expressed in units of standard deviation. A t-score is sometimes called a "standardised score" with 50 representing the average. For example, a t-score of 60 means that the competency or item is one standard deviation above the average score in the normative database. These t-scores represent the actual standard deviation above or below the average (shown as 50.0 on the graph). If you have a score that is above the 60, the t-score is in the top 2 percent of all people rated on that item (in other words, in the 98th percentile). Such a score is considered very high and is labelled as such at the right of the graph. A t-score difference of 5 or more might suggest important differences to further explore. To further understand your scores, read the following definitions of the terms "Average" score, "Moderately High" score, and so on. Self Others Perception Behaviour Self- Awareness Social Awareness Self- Management Relationship Management Very High t-score above 70 (98th percentile) High t-score above 60 (84th percentile) Moderately High t-score above 55 (67th percentile) Average t-score equal to 50 (50th percentile) Moderately Low t-score below 45 (32th percentile) Low t-score below 40 (16th percentile) Very Low t-score below 30 (2nd percentile) Competency Group Bar Graphs How to Interpret Your Graphs This section provides feedback about your level of self-management and relationship management behaviours by comparing your own ratings to those of others across the three emotional intelligence competency groups. Each PeopleIndex bar graph compares your self ratings to those in the international database across three emotional intelligence competency factors: The bar graphs that follow compare your perceptions to those in the existing normative database using average scores for each of the three emotional intelligence PeopleIndex competency factors. Differences of one-half a point or more might suggest important differences to further explore. Each PeopleIndex graph is easy to understand and interpret. You were asked to rate how frequently you demonstrate specific emotional intelligence behaviours using the following 7-point scale: The competency groups are presented in ascending order based on your average scores. The competency groups are presented in descending order based on your average scores. Self Others Perception Behaviour Self- Awareness Social Awareness Self- Management Relationship Management 1 To an Extremely Small Extent 2 To a Very Small Extent 3 To a Small Extent 4 To a Moderate Extent 5 To a Large Extent 6 To a Very Large Extent 7 To an Extremely Large Extent Competency Group Bar Graphs How to Interpret Your Graphs This section provides feedback about your level of self-management and relationship management behaviours by comparing your own ratings to those of others across the three emotional intelligence competency groups. Each PeopleIndex bar graph compares your self ratings to those in the international database across three emotional intelligence competency factors: The performance factor bar graphs compare your own self-perceptions to those in the existing normative database. Each rater group is shown at the far left side of the bar graph under each competency label. Standardized z-scores provide a useful way to compare your own scores to others in the large international normative database of employees. The z-score, for a competency or item, is the distance and direction from the average expressed in units of standard deviation. A z-score is sometimes called a "standardised score" with 0.0 representing the average. For example, a z-score of 1.0 means that the competency or item is one standard deviation above the average score in the normative database. This type of score represents the actual standard deviation above or below the average (shown as 0.0 in the middle of the bar graph). If you have a z-score that is higher than 2.0, this score corresponds to the top 2 percent of all people rated on that competency (in other words, in the 98th percentile. Such a score is considered very high. Z-score differences of .50 or more might suggest important differences to further explore. To further understand your scores, read the following definitions of the terms below: The competency groups are presented in ascending order based on your z-scores. The competency groups are presented in descending order based on your z-scores. Z "Z" is the z-score and corresponds with the bar length. Self Others Perception Behaviour Self- Awareness Social Awareness Self- Management Relationship Management Very High z-score above 2.0 (98th percentile) High z-score above 1.0 (84th percentile) Moderately High z-score above .50 (67th percentile) Average z-score equal to 0 (50th percentile) Moderately Low z-score below -.50 (32th percentile) Low z-score below -1.0 (16th percentile) Very Low z-score below -2.0 (2nd percentile) Competency Group Bar Graphs How to Interpret Your Graphs This section provides feedback about your level of self-management and relationship management behaviours by comparing your own ratings to those of others across the three emotional intelligence competency groups. Each PeopleIndex bar graph compares your self ratings to those in the international database across three emotional intelligence competency factors: The competency factor bar graphs compare your own self-perceptions to those in the existing normative database. Standardised t-scores provide a useful way to compare your own scores to others in the large international normative database of employees. The t-score, for a competency or item, is the distance and direction from the average expressed in units of standard deviation. A t-score is sometimes called a "standardised score" with 50 representing the average. If you have a t-score that is higher than 70, this score corresponds to the top 2 percent of all people rated on that competency (in other words, in the 98th percentile). Such a score is considered very high. A t-score difference of 5 or more might suggest important differences to further explore. To further understand your scores, read the following definitions of the terms below: The competency groups are presented in ascending order based on your t-scores. The competency groups are presented in descending order based on your t-scores. T "T" is the t-score and corresponds with the bar length. Self Others Perception Behaviour Self- Awareness Social Awareness Self- Management Relationship Management Very High t-score above 70 (98th percentile) High t-score above 60 (84th percentile) Moderately High t-score above 55 (67th percentile) Average t-score equal to 50 Moderately Low t-score below 45 (32th percentile) Low t-score below 40 (16th percentile) Very Low t-score below 30 (2nd percentile) Competency Introduction Competency Introduction Continued How to Interpret Your Graphs This section provides feedback about your level of self-management and relationship management behaviours by comparing your own ratings to those in the international normative database across the 17 emotional intelligence competencies. The following line graphs compare your own self-perceptions to those in the international database for each of the 17 emotional intelligence competencies measured in PeopleIndex. Differences of one-half a point or more might suggest important differences to further explore. Each PeopleIndex graph is easy to understand and interpret. You were asked to rate how frequently you demonstrate specific emotional intelligence behaviours using the following 7-point scale: 1 To an Extremely Small Extent 2 To a Very Small Extent 3 To a Small Extent 4 To a Moderate Extent 5 To a Large Extent 6 To a Very Large Extent 7 To an Extremely Large Extent How to Interpret Your Graphs This section provides feedback about your level of self-management and relationship management behaviours by comparing your own ratings to those of others across the 17 emotional intelligence competencies. The following line graphs compare your own self-perceptions to those in the international database for each of the 17 emotional intelligence competencies measured in PeopleIndex. Standardised z-scores provide a useful way to compare your own scores to others in the large international normative database of employees. The z-score, for a competency or item, is the distance and direction from the average expressed in units of standard deviation. A z-score is sometimes called a "standardised score" with 0.0 representing the average. For example, a z-score of 1.0 means that the competency or item is one standard deviation above the average score in the normative database. These z-scores represent the actual standard deviation above or below the average (shown as 0.0 on the graph). If you have a score that is above the +2.0 standard-deviation line, that z-score is in the top 2 percent of all people rated on that item (in other words, in the 98th percentile as shown on the right axis). Such a score is considered very high and is labelled as such at the right of the graph. Z-score differences of .50 or more might suggest important differences to further explore. To further understand your scores, read the following definitions below: Very High z-score above 2.0 (98th percentile) High z-score above 1.0 (84th percentile) Moderately High z-score above .50 (67th percentile) Average z-score equal to 0 (50th percentile) Moderately Low z-score below -.50 (32th percentile) Low z-score below -1.0 (16th percentile) Very Low z-score below -2.0 (2nd percentile) How to Interpret Your Graphs This section provides feedback about your level of self-management and relationship management behaviours by comparing your own ratings to those of others across the 17 emotional intelligence competencies. The following line graphs compare your own self-perceptions to those in the international database for each of the 17 emotional intelligence competencies measured in PeopleIndex. The line graphs that follow compare your perceptions to those in the normative sample using two related scores: standardised t-scores on the left axis and percentiles on the right axis. Standardised t-scores provide a useful way to compare your own scores to others in the large international normative database of employees. The t-score, for a competency or item, is the distance and direction from the average expressed in units of standard deviation. A t-score is sometimes called a "standardised score" with 50 representing the average. For example, a t-score of 60 means that the competency or item is one standard deviation above the average score in the normative database. These t-scores represent the actual standard deviation above or below the average (shown as 50.0 on the graph). If you have a score that is above the 60, the t-score is in the top 2 percent of all people rated on that item (in other words, in the 98th percentile). Such a score is considered very high and is labelled as such at the right of the graph. T-score differences of 5 or more by the different rater groups might suggest important differences to further explore. To further understand your scores, read the following definitions below: Very High t-score above 70 (98th percentile) High t-score above 60 (84th percentile) Moderately High t-score above 55 (67th percentile) Average t-score equal to 50 Moderately Low t-score below 45 (32th percentile) Low t-score below 40 (16th percentile) Very Low t-score below 30 (2nd percentile) How to Interpret Your Graphs This section provides feedback about your level of self-management and relationship management behaviours by comparing your own ratings to those in the international normative database across the 17 emotional intelligence competencies. The bar graphs that follow compare your perceptions to those in the international database using average scores for each of the 17 PeopleIndex emotional intelligence competencies. Differences of one-half a point or more might suggest important differences to further explore. Each PeopleIndex graph is easy to understand and interpret. You were asked how frequently you demonstrate specific emotional intelligence behaviours using the following 7-point scale: The competencies are presented in ascending order based on your average scores. The competencies are presented in descending order based on your average scores. 1 To an Extremely Small Extent 2 To a Very Small Extent 3 To a Small Extent 4 To a Moderate Extent 5 To a Large Extent 6 To a Very Large Extent 7 To an Extremely Large Extent How to Interpret Your Graphs This section provides feedback about your level of self-management and relationship management behaviours by comparing your own ratings to those of others across the 17 emotional intelligence competencies. The following bar graphs compare your own self-perceptions to those in the international database for each of the 17 emotional intelligence competencies measured in PeopleIndex. Each rater group is shown by a different colour corresponding to the legend at the left side of the graph. Standardised z-scores provide a useful way to compare your own scores to others in the large international normative database of employees. The z-score, for a competency or item, is the distance and direction from the average expressed in units of standard deviation. A z-score is sometimes called a "standardised score" with 0.0 representing the average. For example, a z-score of 1.0 means that the competency or item is one standard deviation above the average score in the normative database. This type of score represents the actual standard deviation above or below the average (shown as 0.0 in the middle of the bar graph). If you have a z-score that is higher than 2.0, this score corresponds to the top 2 percent of all people rated on that competency (in other words, in the 98th percentile). Such a score is considered very high. Z-score differences of .50 or more might suggest important differences to further explore. To further understand your scores, read the following definitions of the terms below: The competencies are presented in ascending order based on your z-scores. The competencies are presented in descending order based on your z-scores. Z "Z" is the z-score and corresponds with the bar length. Very High z-score above 2.0 (98th percentile) High z-score above 1.0 (84th percentile) Moderately High z-score above .50 (67th percentile) Average z-score equal to 0 (50th percentile) Moderately Low z-score below -.50 (32th percentile) Low z-score below -1.0 (16th percentile) Very Low z-score below -2.0 (2nd percentile) How to Interpret Your Graphs This section provides feedback about your level of self-management and relationship management behaviours by comparing your own ratings to those of others across the 17 emotional intelligence competencies. The following bar graphs compare your own self-perceptions to those in the international database for each of the 17 emotional intelligence competencies measured in PeopleIndex. Each rater group is shown by a different colour corresponding to the legend at the left side of the graph. The bar graphs that follow compare your perceptions to those in the existing normative database using standardised t-scores. Standardised t-scores provide a useful way to compare your own scores to others in the large international normative database of employees. The t-score, for a competency or item, is the distance and direction from the average expressed in units of standard deviation. A t-score is sometimes called a "standardized score" with 50 representing the average. If you have a t-score that is higher than 70, this score corresponds to the top 2 percent of all people rated on that competency (in other words, in the 98th percentile). Such a score is considered very high. A t-score difference of 5 or more might suggest important differences to further explore. To further understand your scores, read the following definitions of the terms below: The competencies are presented in ascending order based on your t-scores. The competencies are presented in descending order based on your t-scores. T "T" is the t-score and corresponds with the bar length. Very High t-score above 70 (98th percentile) High t-score above 60 (84th percentile) Moderately High t-score above 55 (67th percentile) Average t-score equal to 50 Moderately Low t-score below 45 (32th percentile) Low t-score below 40 (16th percentile) Very Low t-score below 30 (2nd percentile) Behaviour Introduction Behaviour Introduction Continued How to Interpret Your Graphs This section provides feedback about your level of self-management and relationship management behaviours by comparing your own ratings to those in the international database across the 74 emotional intelligence behaviours. The following line graphs compare your own self-perceptions to those in the normative database for each of the 74 items measured in PeopleIndex. Differences of one-half a point or more might suggest important differences to further explore. Each PeopleIndex graph is easy to understand and interpret. You were asked to rate how frequently you demonstrate specific emotional intelligence behaviours using the following 7-point scale: 1 To an Extremely Small Extent 2 To a Very Small Extent 3 To a Small Extent 4 To a Moderate Extent 5 To a Large Extent 6 To a Very Large Extent 7 To an Extremely Large Extent How to Interpret Your Graphs This section provides feedback about your level of self-management and relationship management behaviours by comparing your own ratings to those in the international database across the 74 emotional intelligence behaviours. The following line graphs compare your own self-perceptions to those in the normative database for each of the 74 items measured in PeopleIndex. Standardised z-scores provide a useful way to compare your own scores to others in the large normative database of employees. The z-score, for a competency or item, is the distance and direction from the average expressed in units of standard deviation. A z-score is sometimes called a "standardised score" with 0.0 representing the average. For example, a z-score of 1.0 means that the competency or item is one standard deviation above the average score in the normative database. Z-score differences of .50 or more by the different rater groups might suggest important differences to further explore. To further understand your scores, read the following definitions of the terms below: Very High z-score above 2.0 (98th percentile) High z-score above 1.0 (84th percentile) Moderately High z-score above .50 (67th percentile) Average z-score equal to 0 (50th percentile) Moderately Low z-score below -.50 (32th percentile) Low z-score below -1.0 (16th percentile) Very Low z-score below -2.0 (2nd percentile) How to Interpret Your Graphs This section provides feedback about your level of self-management and relationship management behaviours by comparing your own ratings to those in the international database across the 74 emotional intelligence behaviours. The following line graphs compare your own self-perceptions to those in the normative database for each of the 74 items measured in PeopleIndex. Standardised t-scores provide a useful way to compare your own scores to others in the large normative database of employees. The t-score, for a competency or item, is the distance and direction from the average expressed in units of standard deviation. A t-score is sometimes called a "standardised score" with 50 representing the average. For example, a t-score of 60 means that the competency or item is one standard deviation above the average score in the normative database. T-score differences of 5 or more by the different rater groups might suggest important differences to further explore. To further understand your scores, read the following definitions of the terms below: Very High t-score above 70 (98th percentile) High t-score above 60 (84th percentile) Moderately High t-score above 55 (67th percentile) Average t-score equal to 50 Moderately Low t-score below 45 (32th percentile) Low t-score below 40 (16th percentile) Very Low t-score below 30 (2nd percentile) How to Interpret Your Graphs This section provides feedback about your level of self-management and relationship management behaviours by comparing your own ratings to those in the international normative database across the 74 emotional intelligence behaviours. The bar graphs that follow compare your perceptions to those in the normative database using average scores for each of the 74 PeopleIndex behaviours. Differences of one-half a point or more might suggest important differences to further explore. You were asked to rate how frequently you demonstrate specific emotional intelligence behaviours using the following 7-point scale: The competencies are presented in ascending order based on your average scores. The competencies are presented in descending order based on your average scores. 1 To an Extremely Small Extent 2 To a Very Small Extent 3 To a Small Extent 4 To a Moderate Extent 5 To a Large Extent 6 To a Very Large Extent 7 To an Extremely Large Extent How to Interpret Your Graphs This section provides feedback about your level of self-management and relationship management behaviours by comparing your own ratings to those in the international database across the 74 emotional intelligence behaviours. The following bar graphs compare your own self-perceptions to those for each of the 74 behaviours measured in PeopleIndex. Standardised z-scores provide a useful way to compare your own scores to others in the large normative group of employees. The z-score is the distance and direction from the average expressed in units of standard deviation. A z-score is sometimes called a "standardised score" with 0.0 representing the average for the database. For example, a z-score of 1.0 means that the competency or behaviour is one standard deviation above the average score in the normative database. This type of standardised score represents the actual standard deviations above or below the average (shown as 0.0 in the middle of the bar graph). If you have a z-score that is higher than 2.0, this score corresponds to the top 2 percent of all people rated on that behaviour (in other words, in the 98th percentile. Such a score is considered very high. Z-score differences of .50 or more might suggest important differences to further explore. To further understand your scores, read the following definitions of the terms below: The competencies are presented in ascending order based on your z-scores. The competencies are presented in descending order based on your z-scores. Z "Z" is the z-score and corresponds with the bar length. Very High z-score above 2.0 (98th percentile) High z-score above 1.0 (84th percentile) Moderately High z-score above .50 (67th percentile) Average z-score equal to 0 (50th percentile) Moderately Low z-score below -.50 (32th percentile) Low z-score below -1.0 (16th percentile) Very Low z-score below -2.0 (2nd percentile) How to Interpret Your Graphs This section provides feedback about your level of self-management and relationship management behaviours by comparing your own ratings to those in the international database across the 74 emotional intelligence behaviours. The following bar graphs compare your own self-perceptions to those in the normative database for each of the 74 behaviours measured in PeopleIndex. Standardised t-scores provide a useful way to compare your own scores to others in the large normative group of employees. The t-score is the distance and direction from the average expressed in units of standard deviation. A t-score is sometimes called a "standardised score" with 50 representing the average and a standard deviation of 10. For example, a t-score of 60 means that the behaviour is one standard deviation above the average score in the normative database. This type of standardised score represents actual standard deviations above or below the average (shown as 50.0 in the middle of the bar graph). If you have a t-score that is higher than 70.0, this score corresponds to the top 2 percent of all people rated on that behaviour (in other words, in the 98th percentile. Such a score is considered very high. T-score differences of 5 or more might suggest important differences to further explore. To further understand your scores, read the following definitions below: The competencies are presented in ascending order based on your t-scores. The competencies are presented in descending order based on your t-scores. T "T" is the t-score and corresponds with the bar length. Very High t-score above 70 (98th percentile) High t-score above 60 (84th percentile) Moderately High t-score above 55 (67th percentile) Average t-score equal to 50 Moderately Low t-score below 45 (32th percentile) Low t-score below 40 (16th percentile) Very Low t-score below 30 (2nd percentile) Competency Group Summary Competency Group Summary Continued Avs - Average Score Z - Z Score T - T Score N - Number of Responses Ags - Agreement Score GAP - Gap Score NR - No Reponse AP - Anonymity Protected Average Avs Z T N Ags GAP NR AP Average Competency Summary Competency Summary Continued Avs - Average Score Z - Z Score T - T Score N - Number of Responses Ags - Agreement Score GAP - Gap Score NR - No Reponse AP - Anonymity Protected Average Avs Z T N Ags GAP NR AP Average Behaviour Summary Behaviour Summary Continued Avs - Average Score Z - Z Score T - T Score N - Number of Responses Ags - Agreement Score GAP - Gap Score NR - No Reponse AP - Anonymity Protected Average Avs Z T N Ags GAP NR AP Average Competency Group Summary Competency Group Summary Continued The average scores for each of the three emotional intelligence competency groups are summarised below (1 to 7 frequency scale with higher scores corresponding to more frequently observed behaviour). The z-scores for each of the three emotional intelligence competency groups are summarised below (1 to 7 frequency scale with higher scores corresponding to more frequently observed behaviour). The z-score is a standardised score allowing you to compare your own rating to a large international normative database being used for this instrument. The z-score, for a competency or item, is the distance and direction from the average expressed in units of standard deviation. A z-score is sometimes called a "standardised score" with 0.0 representing the average. For example, a z-score of 1.0 means that the competency or item is one standard deviation above the average score in the normative database. The t-scores for each of the three emotional intelligence competency groups are summarised below (1 to 7 frequency scale with higher scores corresponding to more frequently observed behaviour). The t-score is a standardised score allowing you to compare your own rating to a large international normative database being used for this instrument. The t-score, for a competency or item, is the distance and direction from the average expressed in units of standard deviation. A t-score is sometimes called a "standardised score" with 50 representing the average. For example, a t-score of 60 means that the competency or item is one standard deviation above the average score in the normative database. The competency groups are presented in ascending order based on your average scores. The competency groups are presented in descending order based on your average scores. The competency groups are presented in ascending order based on your z-scores. The competency groups are presented in descending order based on your z-scores. The competency groups are presented in ascending order based on your t-scores. The competency groups are presented in descending order based on your t-scores. Competency Group AP NR Competency Summary Competency Summary Continued The average scores for each of the 17 emotional intelligence competencies are summarised below (1 to 7 frequency scale with higher scores corresponding to more frequently observed behaviour). The z-scores for each of the 17 competencies are summarised below (1 to 7 frequency scale with higher scores corresponding to more frequently observed behaviour). The z-score is a standardised score allowing you to compare your own rating, or those of others, to a large international normative database being used for this instrument. The z-score, for a competency or item, is the distance and direction from the average expressed in units of standard deviation. A z-score is sometimes called a "standardised score" with 0.0 representing the average. For example, a z-score of 1.0 means that the competency or item is one standard deviation above the average score in the normative database. The t-scores for each of the 17 competencies are summarised below (1 to 7 frequency scale with higher scores corresponding to more frequently observed behaviour). The t-score is a standardised score allowing you to compare your own rating, or those of others, to a large international normative database being used for this instrument. The t-score, for a competency or item, is the distance and direction from the average expressed in units of standard deviation. A t-score is sometimes called a "standardised score" with 50 representing the average. For example, a t-score of 60 means that the competency or item is one standard deviation above the average score in the normative database. The competencies are presented in ascending order based on your average scores. The competencies are presented in descending order based on your average scores. The competencies are presented in ascending order based on your z-scores. The competencies are presented in descending order based on your z-scores. The competencies are presented in ascending order based on your t-scores. The competencies are presented in descending order based on your t-scores. Competency AP NR Behaviour Summary Behaviour Summary Continued The average scores for each of the 74 emotional intelligence behaviours are summarised below (1 to 7 frequency scale with higher scores corresponding to more frequently observed behaviour). The z-scores for each of the 74 emotional intelligence behaviours are summarised below (1 to 7 frequency scale with higher scores corresponding to more frequently observed behaviour). The z-score is a standardised score allowing you to compare your own rating to a large normative database being used for this instrument. The z-score, for a competency or item, is the distance and direction from the average expressed in units of standard deviation. A z-score is sometimes called a "standardised score" with 0.0 representing the average. For example, a z-score of 1.0 means that the competency or item is one standard deviation above the average score in the normative database. The t-scores for each of the 74 emotional intelligence behaviours are summarised below (1 to 7 frequency scale with higher scores corresponding to more frequently observed behaviour). The t-score is a standardised score allowing you to compare your own rating to a large normative database being used for this instrument. The t-score, for a competency or item, is the distance and direction from the average expressed in units of standard deviation. A t-score is sometimes called a "standardised score" with 50 representing the average. For example, a t-score of 60 means that the competency or item is one standard deviation above the average score in the normative database. The competencies and behaviours are presented in ascending order based on your average scores. The competencies and behaviours are presented in descending order based on your average scores. The competencies and behaviours are presented in ascending order based on your z-scores. The competencies and behaviours are presented in descending order based on your z-scores. The competencies and behaviours are presented in ascending order based on your t-scores. The competencies and behaviours are presented in descending order based on your t-scores. Behaviour AP NR Competency Group Summary Competency Group Summary Continued Standardised Scores Standardised Scores Very High High Mod. High Average Mod. Low Low Very Low Very High High Mod. High Average Mod. Low Low Very Low Competency Summary Competency Summary Continued Standardised Scores Standardised Scores Very High High Mod. High Average Mod. Low Low Very Low Very High High Mod. High Average Mod. Low Low Very Low Behaviours Summary Behaviours Summary Continued Standardised Scores Standardised Scores Very High High Mod. High Average Mod. Low Low Very Low Very High High Mod. High Average Mod. Low Low Very Low Development Planning Guide Examining your PeopleIndex Feedback Report You reactions to your PeopleIndex feedback report provide insight that is useful not only in the interpretation of the results, but in deciding what you may do about them. Start with your feelings about the results. Emotional Reaction Your initial reaction to your summary feedback report is important. It provides insight that is useful in interpreting your results and in deciding what competencies you will target for your developmental planning efforts. Start with your feelings about your summary feedback report. If you had to select a single word or phrase to describe your emotional reactions, to your summary feedback report it would be: What is it about your report that leads you to feel this way? How do your self-ratings compare to the PeopleIndex Norms? What trends do you see (things that are surprising or validating)? What new insights, if any do you get from your report? Development Planning Guide Continued Deciding What Management Competencies to Work On The first column below summarises the PeopleIndex competencies. Place a check next to the ones you would rate as being most important to your current position. The second column reflects competencies in which other raters have provide feedback that some additional development is desirable. Place a check next to those competencies that others see as potential development areas. Any competency with both columns checked suggests a more critical development area These should be targeted as part of your Development Plan. Competency Group Competency Importance Development Development Planning Guide Continued Deciding What Management Competencies to Work On Continued List three strengths based upon your PeopleIndex results to continue to leverage for successful performance in your current job or position: List three development areas based upon your PeopleIndex results (i.e., behaviours you will do more, less or differently for successful performance in your current job or position): The purpose of your PeopleIndex feedback is to assist you to develop crucial Self-Management, Relationship Management and Communication competencies. Developing skills can be challenging because it almost always means replacing current behaviour with a new pattern of behaviour. This is not easy! Research suggests that desired change is more likely to be successful when: The desired competency is specifically defined There is commitment and motivation to change behaviour An action plan is shared with others An analysis is made of reasons for potential lack of success Other people support your behaviour change The behavioural outcomes are visible and can be measured The action plan worksheet on the next page will assist you in developing one of the competencies you have identified based on the results of your PeopleIndex. As you begin your action plan, consider the following: Focus on being specific Use the recommendations in your feedback report as a basis for your behavioural plan Keep your plan simple and put it in writing Define how to monitor and evaluate results Development Planning Guide Continued Professional Development Plan PeopleIndex Competency: Development Activities: Target Dates: Support/Resources Required: Measures of Success: Results/Outcomes: Feedback Interpretation Using Your PeopleIndex Report to Increase Your Emotional Intelligence Your PeopleIndex feedback report provides you with information on the four domains of emotional intelligence including 1) Self-Awareness; 2) Social Awareness; 3) Self-Management and 4) Relationship management. The following section includes specific exercises and activities that have been demonstrated to increase overall emotional intelligence, happiness, resilience and emotional well-being in recent research. Each emotional intelligence exercise is based upon the change model shown below to facilitate lasting cognitive, emotive and behavioural changes associated with improved self-control and interpersonal effectiveness with others. /images/Reporting/narratives1.jpg Feedback Interpretation Continued Self-Awareness Exercises to Enhance Your Emotional Intelligence 4. Relationship Management 3. Social Awareness 2. Self-Management 1. Self-Awareness Emotions Log: Keep a written stress and emotions log for a week. Describe the type of stressor and corresponding emotions it elicited. Rate the level of stress (low, moderate, high), your thoughts, emotions (positive or negative) and specific actions you took to manage your emotions productively. Review your log at the end of each day and reflect upon your behaviour and responses. Identifying Your Signature Strengths: List and identify your "signature" strengths, skills, knowledge and abilities (i.e., those things you have natural talent and do well). Rate each one according to your level of interest in using these signature strengths (low, moderate, high) at work or home. Note the "signature strengths" you have rated as having a "high" interest to utilise. Seek Feedback: Share your PeopleIndex report with others. Solicit feedback from at least two people: 1) a supporter who values your style and strengths; and 2) a possible critic of your style. Ask both for their reactions to your report and to identify your strengths and potential development areas. Compare the reactions and feedback from both and note any similarities and/or differences. How does the feedback compare to your self-perceptions? What input and feedback can you use to improve your overall emotional intelligence? Gratitude Appraisal: Each day for a week, reflect and write down one thing you feel truly blessed about in your life and why (e.g., aspects about your health, family, work/home situation). Evaluate how gratitude impacts your overall well-being. Gratitude Gift: Identify someone in your life who has made it richer or has contributed to your development in a significant way and has not really been properly thanked or acknowledged. Write that person a short note or letter expressing what they have meant to you. Describe how you value what they have done to enrich your life. Visit the person and deliver the letter or mail it to them if this is not possible. Daily Affirmation: Each day for a week actively reflect upon and write down one thing about the day that was positive and enjoyable. What was it that made it positive? How did it make you feel? Feedback Interpretation Continued Self-Management Exercises to Enhance Your Emotional Intelligence 4. Relationship Management 3. Social Awareness 2. Self-Management 1. Self-Awareness Utilising Your Signature Strengths: Select one or two "signature" strengths rated high in the previous Self-Awareness exercise and that you are interested in using more (knowledge, skills, abilities, talents). For one week, attempt to use one of your "signature" strengths in a new and different way. Keep a journal to chronicle how you have used this strength and how it made you feel to employ it in work and non-work activities. Reflect on how you can continue to expand the use of your "signature strengths" on an ongoing basis for work and pleasure. Life Balance Wheel: Each week contains a total of 168 hours. Write down how many hours you actually spent doing activities such as sleeping, eating, working, fun/recreation, travel, family responsibilities, personal development, other. Now rate the quality of each category you created and spent time doing on a 1 to 10 scale where 10=Very Satisfied and 1=Very Dissatisfied. How balanced is your life? What areas are you most unsatisfied with? What specific actions can you take to facilitate increasing life satisfaction? My Reactive Style: Write down and describe how you typically behave and feel for each of these: 1) Difficult people you interact with (who are they and why are they "challenging" for you?); 2) When you are stressed (how do you typically express stress emotionally, cognitively and behaviourally?); and 3) When in conflict with someone, what is your primary conflict style (competitive, collaborative, compromising, accommodative or avoidant?). For each, reflect on what you can do differently to handle the situation in a more productive manner leading to healthy emotions, reactions and outcomes. Personal Development Plan: Identify a personal or professional plan for the next 12 months that you would like to accomplish. It should be one that you are truly motivated and committed to work on. Write out this plan with specific action steps and a way to evaluate progress. Make a note of this professional goal and put it in a visible place where you will be able to see it each day (e.g., on your PDA, laptop, desk). Publicise and announce this plan to a colleague, friend, family member, partner, coach or mentor. Feedback Interpretation Continued Social Awareness Exercises to Enhance Your Emotional Intelligence 4. Relationship Management 3. Social Awareness 2. Self-Management 1. Self-Awareness Engaged Listening: Each day for a week, engage with a friend, worker, family member or co-worker to actively listen when interacting with them to increase empathy and understanding of others. Try to speak less, summarise what you have heard before expressing your thoughts and opinions, and reflect back the feelings you seem to be interpreting based on both the content of what others share with you and their non-verbal behaviours (e.g., use phrases such as "It seems like you are saying..." or "I'm hearing..." or "I sense you are feeling..."). Network Circle: Draw a large circle. Inside, write the names of those family members, friends, co-workers, partners, significant others whom you would identify as your most important supporters and those closest to you (e.g., those who provide information, emotional support, direct assistance etc.). Next to each person's name in your circle, note how often you have actually utilized or interacted with the individual in the last month (L=low extent, M=moderate extent, H=high extent). Finally, reflect on how satisfied you were with the quality of the interaction or support they provided to you. My Interpersonal Style: Take a popular personality, interpersonal or social style assessment instrument to identify your own approach to communicating, leading, thinking, and managing relationships with others. Identify people in your life (work, family, friends) with whom you would like to improve your relationship and, using the model behind PeopleIndex, identify their style and reflect on how you can strengthen your interactions (e.g., by understanding they are logical you might be able to provide an analytical and a non-emotional approach to resolve conflict and work more cooperatively). Self as a Model: Write about a recent time when you were at your best while interacting and working with others displaying and utilising your "signature strengths" to accomplish something of importance that left you feeling particularly satisfied, empowered and confident. Review your story each night for one week and reflect on the strengths you utilised and the feelings that came with their successful deployment. Feedback Interpretation Continued Relationship Management Exercises to Enhance Your Emotional Intelligence 4. Relationship Management 3. Social Awareness 2. Self-Management 1. Self-Awareness Relationship Energisers: Make a list of people in your life that are "energy drainers" (those who are difficult, challenging, frustrating, annoying and tire you out). What is it that makes the social interactions with these individuals less pleasurable and desirable? Learn to say "no" to these individuals and reflect on plans to minimise or eliminate interactions with these individuals. D-E-S-C Technique: Identify someone meaningful at work or home whose behaviour, if changed, would improve the quality of your relationship. Write out four brief sentences to provide this individual with feedback and request a specific change in behaviour using the D-E-S-C technique: 1) Describe (describe specifically and in behavioural terms what the individual is doing or not doing that is challenging for you. Focus on behaviours and not his/her personality; 2) Express how the behaviour makes you feel (use an "I" statement to share the impact on your feelings); 3) Specify the specific behaviours you would like the individual to make (i.e., share what the person should do more, less or differently to meet your needs or be less of a challenge to you); and 4) Consequences (share first the positive consequences that his/her changed behaviour will have on you and your relationship. You might also consider negative consequences of what you will do if the behaviour does not change if that would be received in a non-defensive manner and facilitate motivation to change). Rehearse these four steps out loud and initiate a meeting with the individual to utilise the D-E-S-C technique. If you are interrupted at any step, just go back and complete that step until you have expressed the behaviour you want changed. Give-Get-Merge-Go Technique: To facilitate being experienced as involvement oriented and open to non-defensively resolving conflict with others, practice using the Give-Get-Merge-Go Technique: 1) Give your point of view (express your idea, thought, suggestion or opinion); 2) Get his/her point of view (ask explicitly and directly what reactions the individual has to your ideas); 3) Merge your point of view and theirs by summarising what you have heard the other person has said (don't debate, provide more rationale for your point of view or ask questions during this step); and 4) Go and review the areas where you agree and areas where you disagree. Either reach a closure to the conversation or ask what next steps need to be taken to move ahead in your interpersonal interaction. Identify someone meaningful at work or home and practice the Give-Get-Merge-Go Technique. Review and evaluate how your relationship can be improved.