leadership REPORT Sam Sample Other Raters (3), Family/Friends (3), Direct Reports (3), Peers (4), and Manager (3)

Transcription

1 Coach eadership EQ 360 REPORT Sam Sampe Other Raters (3), Famiy/Friends (3), Direct Reports (3), Peers (4), and Manager (3) Sampe Report Muti-Heath Systems Inc. December 05, 2014

2 Participant Response Stye Expained Indicates the need for further examination possibe vaidity concern Participant Summary Name: Sam Sampe Age: 35 Gender: Mae Competion Date: December 05, 2014 Time to Competion: 00:00 (Unusuay short response time) Norm Type: Professiona - Overa Norm Region: US/Canada Inconsistency Index: 1 The Inconsistency Index is ess than 3, indicating consistency in responses across pairs of items measuring simiar content. However, you may want to examine the foowing item pair where inconsistent responses were provided (see Item Responses page for more detais): 28&31. Positive Impression: 0 Negative Impression: 0 Both the Positive and Negative Impression indices are ess than 3. Responses are neither ikey the resut of an overy positive, nor an overy negative response stye. You may want to ask: "Te me about your process for responding to the items." "What did you think of the items? Were any particuary difficut to respond to?" Item 133 (My responses to the preceding sentences were open and honest): 5 Sam's response was: Aways/Amost Aways. Items: 0 % No items were omitted. Response Distribution: Sam did not show a significant preference for using either the extreme ends or the midde points of the response scae. 2

3 Overview of Sef-Report Resuts Tota EI 89 (85-93) Low Range Mid Range High Range Sef-Perception Composite Sef-Regard Respecting onesef; Confidence Sef-Actuaization Pursuit of meaning; Sef-improvement Emotiona Sef-Awareness Understanding own emotions Sef-Expression Composite Emotiona Expression Constructive expression of emotions Assertiveness Communicating feeings, beiefs; Non-offensive Independence Sef-directed; Free from emotiona dependency Interpersona Composite Interpersona Reationships Mutuay satisfying reationships Empathy Understanding, appreciating how others fee Socia Responsibiity Socia consciousness; Hepfu Decision Making Composite Probem Soving Find soutions when emotions are invoved Reaity Testing Objective; See things as they reay are Impuse Contro Resist or deay impuse to act Stress Management Composite 87 (80-94) 69 (60-78) 105 (95-115) 95 (85-105) 83 (74-92) 85 (76-94) 119 ( ) 60 (48-72) 90 (83-97) 75 (65-85) 91 (83-99) 112 ( ) 102 (94-110) 111 ( ) 93 (82-104) 100 (88-112) 93 (86-100) 3 Fexibiity Adapting emotions, thoughts and behaviors Stress Toerance Coping with stressfu situations Optimism Positive attitude and outook on ife Note: Vaues in brackets = 90% confidence intervas (Nine times out of ten, the respondent's true score woud fa within such ranges.) 80 (70-90) 91 (82-100) 115 ( ) 70 Low Range Mid Range High Range 130

4 Participant Leadership Potentia The EQ-i 2.0 subscaes are strongy reated to eadership competencies that in turn may be associated with productivity, decreased empoyee turnover, and increased efficiency. A eader who embodies the competencies beow is more ikey to increase work satisfaction, create trust, and foster organizationa commitment and oyaty. This page provides you with a eadership ens through which to view your cient s sef-report resuts. There are four genera competencies required of most eaders: authenticity, coaching, insight and innovation. The top six EQ-i 2.0 subscaes (based on theory and research) that are associated with each competency are dispayed beow. High scores on the associated subscaes hep ensure optima functioning in the competency area. Aternativey, if your cient scores ower on a few subscaes for a particuar eadership competency, you can quicky see that this might be an area of chaenge for them in their current eadership roe. Focusing deveopment efforts in these areas is ikey to yied the greatest return in their growth as a eader. Authenticity An authentic eader serves as a roe mode for mora and fair behavior. A transparent approach commands esteem and confidence from empoyees. Coaching A eader who coaches effectivey is seen as a mentor who supports empoyee growth. Empoyees are nurtured towards achieving their highest eves of performance. Sef-Actuaization Reaity Testing Sef-Regard Emotiona Sef-Awareness Socia Responsibiity Independence Sef-Actuaization Empathy Reaity Testing Interpersona Reationships Assertiveness Emotiona Sef-Awareness Insight A eader provides insight by sharing a purpose and hopefu vision for coeagues to foow. Empoyees are compeed and inspired to exceed goas. Innovation An innovative eader focuses on taking risks, spurring coeagues ingenuity and autonomous thought. Knowedge is vaued and chaenges are viewed as earning opportunities. Sef-Actuaization Optimism Sef-Regard Socia Responsibiity Interpersona Reationships Emotiona Expression Sef-Actuaization Independence Probem Soving Assertiveness Fexibiity Optimism Leadership Deraiers Your cient may be at a high risk of deraiment; as he/she received a ower resut in Independence and a moderate resut in Stress Toerance. Lower scores on any of the four subscaes are associated with adopting a more passive or avoidant eadership stye. Consider rater feedback for aignment in these areas of potentia risk. Your cient shoud be especiay cognizant of scores beow 90. For deveopment strategies, refer to subscae pages in your cient's report. Impuse Contro Stress Toerance Probem Soving Independence

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7 Rater Detais Manager(s) Peers Direct Reports Famiy/ Friends Other A Raters Number of raters per group How ong have you known the person being assessed? Under 1 year 1 to 5 years 6 to 10 years Over 10 years How often do you interact with the person being assessed? Rarey Occasionay Sometimes Often How we do you know the person being assessed? Not very we Fairy we We Very we

8 Rater Response Stye Expained US/Canada_Professiona - Overa Manager(s) Peers Direct Reports Famiy/Friends Other INCONSISTENCY INDEX These raters were consistent across the inconsistency item pairs. These raters were consistent across the inconsistency item pairs. These raters were consistent across the inconsistency item pairs. These raters were consistent across the inconsistency item pairs. These raters were consistent across the inconsistency item pairs. Positive & NegATIVE Impression Raters' responses are ikey neither the resut of an overy positive nor an overy negative response stye. 4 positive and 4 negative impression indices coud not be scored due to omitted items. The remainder of raters' responses are ikey neither the resut of an overy positive nor an overy negative response stye. The responses of 3 of 3 raters may be the resut of an overy negative response stye. There were ikey no raters in this group who used an overy positive response stye. The responses of 3 of 3 raters may be the resut of an overy positive response stye. There were ikey no raters in this group who used an overy negative response stye. Raters' responses are ikey neither the resut of an overy positive nor an overy negative response stye. ITEM 133 (My responses to the preceding sentences were open and honest): 1. Never/Rarey = 1 2. Occasionay = 0 3. Sometimes = 0 4. Often = 1 5. Aways/Amost Aways = 0 1. Never/Rarey = 0 2. Occasionay = 1 3. Sometimes = 1 4. Often = 1 5. Aways/Amost Aways = 1 1. Never/Rarey = 1 2. Occasionay = 1 3. Sometimes = 0 4. Often = 0 5. Aways/Amost Aways = 1 1. Never/Rarey = 1 2. Occasionay = 0 3. Sometimes = 1 4. Often = 1 5. Aways/Amost Aways = 0 1. Never/Rarey = 0 2. Occasionay = 1 3. Sometimes = 1 4. Often = 0 5. Aways/Amost Aways = 0 Items None of the raters exceeded the aowed number of omitted items for any of the scaes. None of the raters exceeded the aowed number of omitted items for any of the scaes. None of the raters exceeded the aowed number of omitted items for any of the scaes. None of the raters exceeded the aowed number of omitted items for any of the scaes. None of the raters exceeded the aowed number of omitted items for any of the scaes. RESPONSE DISTRIBUTION = Never/Rarey = Occasionay = Sometimes = Often = Aways/Amost Aways =? 8

9 Profie Gap Anaysis Agreement between sef scores and each rater score The figure on this page provides you with a genera overview of the eve of agreement between your cient s sef-report scores and how others see him or her. It compares your cient s sef scores and the scores received from each individua rater, across the various subscaes. The horizonta axis shows you how much agreement there is between your cient s sef scores and the ratings from their raters. Subscaes appearing to the far right indicate consensus raters agree with your cient s own assessment of each behavior. The vertica axis shows your cient s sef-ratings. Higher scoring subscaes wi appear towards the top of the graph and ower scoring subscaes at the bottom. Subscaes that overap with one another indicate a consistent experience of those particuar EI behaviors. LEGEND LOWER SELF-RATING HIGHER SELF-RATING SR Sef Regard SA Sef-Actuaization ES Emotiona Sef-Awareness EE Emotiona Expression AS Assertiveness IN Independence IR Interpersona Reationships EM Empathy RE Socia Responsibiity PS Probem Soving RT Reaity Testing IC Impuse Contro FL Fexibiity ST Stress Toerance OP Optimism LESS AGREEMENT MORE AGREEMENT WHAT TO LOOK FOR: WHAT TO LOOK FOR: Subscaes faing in the eft quadrants have awareness gaps, meaning you see yoursef differenty from the way others see you. You may be unaware of, or bind to your own EI strengths and weaknesses. Concentration in the two right quadrants indicates a heathy eve of sefawareness. 9

10 Rater Response Summary Now that you understand your cient s sef-rating on the EQ-i 2.0, you can begin to discover the richness of the data coected from his/her coeagues. The two graphs beow show a broad overview of the resuts at the Tota EI eve and at a Composite Scae eve. Tota EI: Tota EI provides a genera indication of how emotiona and socia skis infuence the way one perceives and expresses onesef, maintains socia reationships, copes with chaenges, and uses emotiona information in a meaningfu way. Sef Manager Peer Direct Reports Famiy/ Friends Other Tota EI * * indicates that there is a significant difference between this rater group's score and SELF score Composite Areas: The five composite areas represent broad ski areas that are important in deaing with workpace demands. Once your cient understands his or her resuts in these broader areas, use the graph on the next page to dig deeper into your cient s specific subscae resuts. Sef Manager Peer Direct Reports Famiy/ Friends Other Sef-Perception Sef-Expression Interpersona Decision Making Stress Management 87 75* 84 65* 81 75* 83 71* 81 60* 77 71* 90 74* 84 66* 80* 74* * 98 83* 94 88* * * indicates that there is a significant difference between this rater group's score and SELF score Sef-Perception. Subscaes in this composite address the inner-sef and assess your feeings of inner strength, confidence, pursuit of meaningfu goas as we as your understanding of what, when, why, and how different emotions impact your thoughts and actions. Sef-Expression. Subscaes in this composite are an extension of Sef-Perception as they assess the outward expression or the action part of your interna perception. Such skis as openy expressing thoughts and feeings in a constructive way and remaining sef-directed are incuded in this composite. Decision Making. Subscaes in this composite address the way in which one uses emotiona information by understanding the impact emotions have on decision-making, incuding the abiity to resist or deay impuses and remain objective so to avoid rash behaviors and ineffective probem soving. Stress Management. This composite contains subscaes which address how we one can cope with the emotions associated with change and unpredictabe circumstances, whie remaining hopefu about the future and resiient in the face of setbacks and obstaces. Interpersona. The Interpersona composite incudes subscaes which measure your abiity to deveop and maintain reationships based on trust and compassion, articuate an understanding of another s perspective, and act responsiby, showing concern for others, your team or your greater community/organization. 10

11 Rater Response Summary EI Subscaes Number of raters Sef-Regard Sef- Actuaization Emotiona Sef-Awareness Emotiona Expression Assertiveness Independence Interpersona Reationships Empathy Socia Responsibiity Probem Soving Reaity Testing Impuse Contro Fexibiity Stress Toerance Optimism * indicates that there is a significant difference between this rater group's score and SELF score Sef Manager Peer Direct Reports Famiy/ Friends Other * 62 44* 59* 53* * * 91 74* 88 82* * * * 109* 102* * * 71 54* 66 62* 91 76* 83 68* 81* 76* * * * * 93 80* * 91 74* 86* 81* * 112* * 105* * Stress Management Decision Making Interpersona Sef-Expression Sef-Perception 11

12 Rater Response: Leadership Potentia The EQ-i 2.0 subscaes are strongy reated to eadership competencies that in turn may be associated with productivity, decreased empoyee turnover, and increased efficiency. A eader who embodies the competencies presented over the next two pages is more ikey to increase work satisfaction, create trust, and foster organizationa commitment and oyaty. This section provides you with a eadership ens through which to view how your cient was rated. There are four genera competencies required of most eaders: authenticity, coaching, insight and innovation. The top six EQ-i 2.0 subscaes (based on theory and research) that are associated with each competency are isted. High scores on the associated subscaes hep ensure optima functioning in the competency area. Aternativey, if your cient is rated ower on a few subscaes for a particuar eadership competency, you can quicky see that this might be an area of chaenge for them in their current eadership roe. Focusing deveopment efforts in these areas is ikey to yied the greatest return in their growth as a eader. Authenticity An authentic eader serves as a roe mode for mora and fair behavior. A transparent approach commands esteem and confidence from empoyees Sef-Actuaization Reaity Testing Sef-Regard Emotiona Sef-Awareness Socia Responsibiity Independence Low Range Mid Range High Range Coaching A eader who coaches effectivey is seen as a mentor who supports empoyee growth. Empoyees are nurtured towards achieving their highest eves of performance Sef-Actuaization Empathy Reaity Testing Interpersona Reationships Assertiveness Emotiona Sef-Awareness Low Range Mid Range High Range 12

13 Rater Response: Leadership Potentia Insight A eader provides insight by sharing a purpose and hopefu vision for coeagues to foow. Empoyees are compeed and inspired to exceed goas Sef-Actuaization Optimism Sef-Regard Socia Responsibiity Interpersona Reationships Emotiona Expression Low Range Mid Range High Range Innovation An innovative eader focuses on taking risks, spurring coeagues ingenuity and autonomous thought. Knowedge is vaued and chaenges are viewed as earning opportunities Sef-Actuaization Independence Probem Soving Assertiveness Fexibiity Optimism Low Range Mid Range High Range Leadership Deraiers Athough scoring ow on any EI subscae is a potentia contributor to eadership deraiment, our research suggests that the four EI subscaes presented to the right wi have the biggest impications for eadership deraiment. This section presents how your cient was rated on these four subscaes. Pease refer to the Participant Leadership Potentia page for further detais about how these scores coud affect your cient s eadership potentia. Impuse Contro Stress Toerance Probem Soving Independence Low Range Mid Range High Range 13

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19 We-Being Indicator Satisfied with ife; content How to Use this Page 101 (92-110) Low Range Mid Range High Range In the EQ-i 2.0 mode, Happiness is different than the other EI abiities in that it both contributes to, and is a product of, EI. As such, your cient s resut in Happiness can be used as a barometer of emotiona heath and we-being. Athough the causes and factors reated to an individua s happiness extend beyond the scope of this assessment, it is important to examine your cient s Happiness resut in reation to the other EI subscaes. For exampe, woud strengthening ower subscaes ead to improved Happiness? Or wi increased Happiness stem from working within the cient s strengths and taents? In either case, the best way forward is as unique to each person as his or her own definition of happiness. The four subscaes most often associated with Happiness are: Sef-Regard Optimism Sef-Actuaization Interpersona Reationships Happiness Your cient's resut in Happiness suggests that, more often than not, they are satisfied with ife, enjoy the company of others, and enjoy their work. Your cient may: Have fun at both work and pay whie participating in enjoyabe activities. Be seen by the team as ikeabe and peasant to be around. Have to occasionay manage discontentment with certain aspects of ife. Of the subscaes most typicay tied to Happiness, your cient scored ower in Interpersona Reationships and Sef-Regard. Directing deveopment efforts here coud strengthen your cient's eve of Happiness. Sef-Regard (69) Optimism (115) Happiness is a by-product of beieving in onesef and iving according to your own vaues. Your cient's ow Sef-Regard may ead to a questioning of vaues, performance, and decisions, utimatey owering happiness. You might ask: What eadership skis are strengths for you? Can you use them more often? How can you show more conviction in your decisions? How wi this hep your eadership? In the face of setback and disappointment, the abiity to regroup and recaim a happy state is contingent on one's eve of optimism. Your cient's resuts indicate that a high eve of Optimism is dispayed, and a positive framework is adopted during adverse conditions. This approach to ife enhances and sustains pervasive feeings of happiness. You might ask: How does your optimism increase empoyee motivation and productivity? What can you do to impart this optimistic outook in a transparent manner so that coeagues can benefit? Interpersona Reationships We-deveoped reationships hep shied and buffer us from the negative effects of ife's daiy demands. Your cient's ower resut in Interpersona Reationships suggests that a strong, supportive network may not be avaiabe who can hep restore happiness when it is most needed. You might ask: How often do you interact with others to compete a "transaction," instead of having a meaningfu interaction? Do you try to gain feedback and advice from coeagues? Seek their input to improve your eadership skis. (75) Sef-Actuaization (105) Happiness comes from a wiingness to earn and grow on a journey aigned with your vaues. Your cient's resut suggests a good eve of sef-actuaization, but further improving upon it wi promote feeings of ife achievement and overa happiness. You might ask: What responsibiities in your current eadership roe aow you to fee sef-actuaized? Can you identify ways to spend more time on those specific activities (e.g., by deegating other tasks to coeagues)? 29

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21 Foow-up Questions Pease note the foowing questions are provided as exampes of the fu Foow-up Questions section (3 pages) found in the EQ 360 Leadership Report. The questions are isted by subscae with question 1 of each sub-scae provided as an exampe. The tota number of questions found in the fu Foow-up Questions Section is provided in brackets. The foowing questions are suggested to probe further into your cient s resuts. Questions are isted by subscae. Sef-Regard (9 Questions in tota) 1. What do you beieve are your strengths as a eader? Provide an exampe where you used your strengths to your advantage. Sef-Actuaization (9 Questions in tota) 1. What are some of your interests outside of work? What new activities or interests woud you ike to expore? Emotiona Sef-Awareness (5 Questions in tota) 1. How do your emotions affect your team? Can you provide an exampe where your team was affected by the way you were feeing? Emotiona Expression (6 Questions in tota) 1. Do you ever fee emotionay exhausted as a eader? How can you everage your Emotiona Expression skis to re-fue? Assertiveness (8 Questions in tota) 1. Describe a scenario in which you behaved as an assertive eader. What specificay did you do or say that was assertive? Independence (7 Questions in tota) 1. What roe does independence pay in being seen as a mora and fair eader? Interpersona Reationships (6 Questions in tota) 1. Describe a time when you mediated a confict among your team members. Describe a time when you were in disagreement with a team member. How did your emotions differ between experiences? Empathy (6 Questions in tota) 1. How does empathy hep you coach and mentor those you ead? What are some questions you coud ask of your direct reports to show more empathy in your conversations? Socia Responsibiity (8 Questions in tota) 1. Can your team depend on you? How do you know this is the case? Probem Soving (10 Questions in tota) 1. If I was to ask your team, what woud they say about your typica approach to soving probems? Reaity Testing (8 Questions in tota) 1. How important is reaity testing when coaching your empoyees? What are some steps you can take to ensure you are assessing performance objectivey? Impuse Contro (8 Questions in tota) 1. How do you typicay dea with an impuse to act? Can you wait for rewards unti the timing is right? Fexibiity (7 Questions in tota) 1. Is it difficut for you to consider new information, or adjust your course of action towards achieving ong term goas? Stress Toerance (7 Questions in tota) 1. How do you tacke stressfu circumstances as a eader? How woud your team describe you under stress? Optimism (9 Questions in tota) 1. What are some exampes of how you have seized opportunities in your organization as a eader?

22 Action Pan The steps your cient takes towards achieving his/her EI goas wi determine whether or not success is reaized. Use this step-by-step activity pan to hep guide your cient coser towards accompishing persona objectives. Remember to use the SMART goa setting criteria for each goa. S pecific M easurabe A ction-oriented R eaistic T imey Write down up to three EI skis or behaviors that require further deveopment (i.e., empathy- refective istening, emotiona sef-awareness- recognizing how your body reacts to stress). The SMART goas that you outine in the tempate shoud hep to strengthen these EI skis and behaviors Write down three overa quaities that your cient woud ike to have (i.e., integrity, providing cear eadership, team payer, cear communicator). In some way the SMART goas he/she outines in this action pan shoud hep achieve these quaities identified Transfer your SMART goas into the action pan tempate beow. SMART Goa Time Frame Benefits Measure of Success Support and Resources Needed Potentia Barriers Practice active istening Today, especiay in one on one meetings with my direct reports Improved interpersona reationships, empathy with my team. Increased empoyee engagement. - Feedback resuts increase Direct feedback from my team Obtaining honest feedback can be difficut. Time don t cance one on one meetings demonstrate the importance of reguar touch points I commit to this action pan. (signature) 34

23 EI Deveopment Commitment A Deveopment Commitment is a too to hep hod your cient accountabe for accompishing the goas outined in his/her action pan. As we a too often know, our pans for persona growth and deveopment often fa by the wayside when we get back to the office and My Cient s Deveopment Goas My cient s action pan incudes the foowing goas: company demands win the competition for time and attention. By outining your cient s objectives here, and ensuring that your cient does the same you are hoding your cient more accountabe to reach their professiona objectives. Due Date Your Signature Your Cient s Signature 35

24 Coach s Guide to an EQ 360 Debrief Session Preparing for the Debrief Review the Report Review the Response Stye Expained page and ook into any fagged areas. Review the Tota EI score, Leadership Potentia page and composite scores. Where does the cient fa in reation to the norm group? Is the cient s score in the ow, mid or high range? Review the individua subscaes and patterns. Which particuar combinations of subscaes are striking to you? Which do you want to investigate at the item eve? Which subscaes woud have the greatest impact on your cient s eadership? Review item scores for any particuary high or ow scores. Examine the Baancing EI page. What stands out in this cient s resuts? Which subscaes do you need to ook at more cosey? What might be some chaenges associated with the resuts? Make notes on areas you are curious about. What is your overa impression? What wi you want to keep in mind as you go through the debrief? Conducting the Debrief Phase Points to Keep in Mind Questions to Ask 1. Buid Rapport The first step is to create a sense of ease and estabish common goas between you and your cient. Remind the cient of the objective of the session (e.g., to take a ook at your resuts and start to deveop some strategies for increasing your effectiveness in certain areas. ) Remind the cient of the confidentiaity agreement and who owns the data. Starting on the Wecome page, remind the cient about rater confidentiaity and that any groups (except manager) in which there were ess than three raters are merged into the Other group. Remind cient that this is a snapshot in time. It is a starting point for discussion, not the end of the investigation. What was your experience in taking the assessment? How did you find taking the assessment? How did you seect your raters? How we do you know your raters? Is there anything significant going on in your ife that may have affected how you responded to the items? How did you find the items themseves? Anything you found odd or curious? 2. Vaidate Facts Next, estabish the truth of EQ-i resuts in the eyes of your cient. Once your cient is comfortabe with the mode and his or her own sef-ratings, ook for any reevant patterns in the raters resuts. EQ-i (sef-report) resuts: Review the EQ-i Mode. Show the How You Responded: Summary page. The bar graphs represent how you responded to the items on each scae of the EQ-i. Look for areas of strength (onger bars) and areas where attention may be necessary (shorter bars). EQ-360 (rater) resuts: Show the Profie Gap Anaysis page. The top, right-hand quadrant indicates subscaes where your raters agree with your high sef-rating. The bottom, right-hand quadrant indicates subscaes where your raters agree with your ower sef-rating. The eft-hand quadrants indicate areas where there is ess agreement between you and your raters. Subscaes you rated yoursef higher on appear in the top quadrant, whie ower sef-ratings are in the ower quadrant. Do these resuts ook accurate to you? What surprises you? Can you give me an exampe of how you use that scae? Compared to your sef-resuts, how do you think your raters woud rate you on? Higher? Lower? Does anything stand out for you? Woud you expect there to be agreement amongst your various rater groups here? What might account for a ack of consensus here? 36

25 Coach s Guide to an EQ 360 Debrief Session Phase Points to Keep in Mind Questions to Ask 2. Vaidate Facts (continued) Estabish the truth of the EQ-360 resuts in the eyes of your cient. Show the How Your Raters Responded page. The symbos represent how your raters responded to the items on each scae of the EQ 360. At the top you see how many peope fa into each category The ines that are shorter demonstrate a greater agreement amongst you and your raters, whie the onger ines indicate a bigger gap in agreement. This suggests to me that. Is that true of you? What other feedback have you received that makes you question/ vaidate this resut? Do you see any genera patterns in how your rater groups responded? 3. Discovery In the third step, the goa is to acquire a fu understanding of any chaenges that may be present. As a coach, you want to probe for detais to carify your cient s thoughts, feeings, opinions, and expectations. Have your cient focus on how they demonstrate the skis reated to the subscae (i.e., what is actuay observabe to the different rater groups?) Use the toos avaiabe: Comments Subscae pages Baancing your EI Profie Gap Anaysis How does this feedback fit with your perception of yoursef? What do you think accounts for the difference in how groups rated you? How do you see these resuts hoding you back from moving your reationship with rater group forward? How important is it that the rater groups a see you the same in this area? What s the downside of having a gap in how your groups rated you in this area? What s the upside (advantage) of having a gap/agreement in how your groups rated you in this area? 4. Estabish Reevance Next, activate interest in finding a soution and gauge the possibiity and desire for change. Connect the importance of your conversation to your cient s work and their roe as a eader. Highight the EI skis necessary not ony for the job they do, but aso for the reationships they have with their rater groups. It sounds ike it is important for you to as a eader. Is that correct? It sounds ike it is important for you to use this ski with your rater group more than your peers/manager/etc. Is that correct? To what extent is that effective for you? 5. Expore Benefits The goa here is to hep your cient become aware of the benefits of change by considering the benefits of a particuar soution. Pose hypothetica, eadership-reated situations to hep your cient imagine a new state of behavior and its outcomes. Remember that they don t have to be a things to a peope. Some skis wi be more reevant with one rater group over another. What is the idea situation here? How woud your eadership capabiities change if you coud do more often? Which of your rater groups are more critica to your success? Where do you need to spend the most time? What kind of support can you get from within that rater group? Who can you ask for feedback as you begin to work on your deveopment? 6. Transition The fina step invoves discussing the next steps and estabishing the cient s commitment to continue working with you, or on their persona goas. Deveopment shoud baance persona goas as we as 360 feedback. Ensure your cient does not ony focus on one or the other. How questions hep work out the ogistics of your future reationship. If appropriate, compete the Deveopment Action Pan together with your cient. It sounds ike this is an area you d ike to work on. What are some ways that you might be abe to further deveop in this area? What is one thing you can do to further deveop this subscae? Questions to hep cose the conversation: How woud you ike to move forward? How committed are you to your deveopment pan? If you re not competey committed, what do you need to do to get there? How wi you remain accountabe for deveoping in this area? I propose that we. Does that sound good to you? 37

26 Open-Ended Responses This page shows how each rater responded to the short-answer questions presented in the EQ 360. Answering these questions is optiona, so you may see a different number of responses to each question. If none of your cient s raters chose to answer a particuar question, No one answered this question wi appear in the answer fied. Q: How does this individua respond when resoving conficts? M 1 : No one answered this question. P 1: Not Provided P 2: Not Provided P 3: He defends his case assertivey. DR 1: Not Provided DR 2: He can become defensive. DR 3: Not Provided FF 1: Tries to see the other person's perspective. FF 2: Not Provided FF 3: Not Provided O 1: He is dipomatic. O 2: Not Provided O 3: Not Provided 50

27 My Items The foowing short-answer questions are those which you added as Custom Items. Answering these questions is optiona, so you may see a different number of responses to each question. If none of your cient s raters chose to answer a particuar question, No one answered this question wi appear in the answer fied. Q: What are Sam's best quaities as a eader? M 1: No one answered this question. P 1: Not Provided P 2: Not Provided P 3: He is very optimistic and beieves in chaenging himsef. DR 1: Not Provided DR 2: He is optimistic and confident. DR 3: Not Provided FF 1: Great reationship skis, shares his vision we. FF 2: Not Provided FF 3: Not Provided O 1: He is very positive and optimistic. O 2: Not Provided O 3: Not Provided 51