Assessing Emotional Intelligence within PDP: Choosing a Test

Kathryn Gardner, University of Central ancashire

What EI am I Assessing? So you want to assess EI within PDP, but where do you start? There is an abundance of tests out there to assess EI (ignoring those commercial tests and quizzes that ha e not been de elo!ed by academics and researchers", and one of their greatest strengths lies in their alue as de elo!mental tools# $owe er, to be able to select a test you first need to %now which ty!e of EI you want to assess with your students# The two ty!es of EI (ability and trait" require different measurement techniques# &e note this information below, along with a third ty!e of EI test that targets both EI facets and emotional com!etencies' (bility EI in ol es actual s%ills and is therefore measured using !erformance tests that are similar to standard I) tests# Indi iduals !erform tas%s such as identifying the emotions in !hotogra!hs of faces or art* matching emotions to sensations and +udging how mood states facilitate different ty!es of thought* deciding how emotions combine to form more com!le, emotions and how emotional reactions change o er time* and selecting the most a!!ro!riate res!onses to manage emotions# Trait EI is ty!ically assessed ia self-re!ort questionnaires which are iable measures of !ersonality traits and self-!erce!tions# Indi iduals are as%ed to rate statements using .i%ert scales such as /I am good at managing my emotions0 (e#g#, 1 2 strongly agree to 3 2 strongly disagree"# 4nli%e !erformance tests such as the 5S6EIT, self-re!ort questionnaires assess more sub+ecti e internal emotional e,!eriences and are relati ely sim!le to administer and score# In addition to trait EI measures, it is worth noting that some self-re!ort measures that ha e been used within the conte,t of EI claim to be assessing emotional com!etencies# These tests ty!ically target some traditional EI facets but also broader dimensions and com!etencies that relate directly to em!loyability (e#g#, !roblem sol ing or team building"# (s discussed below, we categorise these

instruments se!arately from trait EI measures which focus s!ecifically on emotion-related !ersonality traits and self-!erce!tions# The decision as to which ty!e of test to use with your students (ability EI, trait EI, emotional com!etencies" is dictated by (i" the !ur!ose in using the measure within PDP, and (ii" the !racticalities of administration, both of which are discussed below# Relevance to PDP In choosing an a!!ro!riate test you will need to consider the test7s a!!ro!riateness for use within a PDP conte,t# 8or e,am!le, will ma%ing students aware of their own strengths and wea%ness on the !articular EI facets of this test facilitate their selfde elo!ment and educational as!irations? Does the test co er a broad range of EI facets that, if well de elo!ed, are essential to increasing em!loyability? Does the test target %ey transferable s%ills? 9r is the test fairly limited in sco!e and targets a more focussed set of /core0 EI facets (e#g#, emotion regulation and emotion !erce!tion etc, e,cluding other facets such as o!timism and relationshi! s%ills"? In some cases, you may e en !refer to focus on core EI facets, if the s!ecific teaching ob+ecti es are to ma%e students aware of their le el of !erformance on these core as!ects# This s!ecific and limited focus is in fact characteristic of the leading ability EI test, the 5S6EIT# 9n the one hand the measure assesses +ust four emotional s%ills !osited in the ability EI model' !ercei ing, using, understanding and managing emotions (5ayer : Salo ey, 1;;<"# 9n the other hand, the measure is com!rehensi e in the sense that it is the only ability EI measure to co er all four of these ability EI s%ills# 5any self-re!ort based trait EI measures ha e a s!ecific focus on core EI facets similar to the 5S6EIT, albeit trait-based core EI facets# $owe er, some include a wider range of trait-based EI dimensions such as o!timism and asserti eness# It is !erha!s these ty!es of trait EI measures that ha e the most rele ance to PDP# The assessment of a wider range of emotion-related !ersonality traits allows students to e aluate and reflect on more %ey areas that are im!ortant to academic and occu!ational success# =otably, the self-re!ort nature of assessment does not render these tests useless relati e to the 5S6EIT which assesses real emotional s%ills# Indeed, self-!erce!tions and !ersonality traits can ha e a significant im!act on academic, occu!ational, !ersonal and mental functioning# Self-!erce!tions need not e en be accurate to e,ert this influence#

(s !re iously noted, there are also self-re!ort tests that claim to be assessing EI-ty!e com!etencies such as !roblem sol ing, team building and leadershi! s%ills# These attributes do not fit within mainstream theories of EI, but they are dimensions that many em!loyers are loo%ing for and they ha e been included within some com!eting models and a!!roaches to EI# 9n that basis, it is our iew that such broadly>defined EI measures may be of significant alue for use within a PDP conte,t# These tests are useful in increasing students7 self-awareness of a wide ariety of emotion-related facets and transferable s%ills# Practical Issues and Resources In addition to theoretical issues, you will want to consider the !racticalities of administering the test within the classroom en ironment# 8or e,am!le, is the test easy to administer? 6an it be administered within the time constraints of the session?s? &ill there be time for student7s to score their own tests or will scoring need to be !erformed by a designated scorer outside of the classroom? Is the test user-friendly and easy to inter!ret? Is the test a sim!le !a!er?!encil e,ercise or is com!uter or internet access required? 9f course, the cost of the test is also im!ortant if financial resources are limited# &hether you decide to administer and score your chosen EI test, and gi e feedbac% to students, all within the same session de!ends on' i" the a ailability and length of lectures?seminars, and ii" the length of the EI test# Tests which are relati ely short (e#g#, less than 1@ minutes administration and 3-1@ minutes scoring and !lotting EI scores", could be administered and scored within a brief lecture of seminar so that students can gain immediate feedbac% on their EI# $owe er, many EI tests are longer and it may be more a!!ro!riate to administer them in one session, !erha!s following a brief introductory lecture to EI and its im!ortance, and then score them outside of the session# ( second seminar or wor%sho! is then de oted entirely to feedbac%# This is currently how the 4ni ersity of 6entral .ancashire staff structure their sessions that use EI tests within PDP de elo!ment for their first students# 8ollow this lin% for our /Aear 1 EI within PDP lecture and seminar0 teaching materials#

Reliability and Validity &hilst you will be using your chosen EI measure as a de elo!mental rather than research tool, it is still im!ortant to select a test that has some e idence of reliability and alidity# (t least then you can be !retty confident that the resulting student EI !rofiles that the test !roduces are a reasonably accurate reflection of their EI s%ills ?traits?com!etencies etc# &e will not del e too dee!ly into the issues of reliability and alidity here, but it is useful to %now whether the measure is reliable and !roduces consistent results and is alid by measuring what it is su!!osed to measure, in this case EI# Availa!le Tests In the sections below we co er some of the EI measures, the !racticalities of administration, their suitability for a!!lication within a PDP conte,t and briefly touch on issues surrounding reliability and alidity# 8or each test a lin% is !ro ided to either an online abstract of a +ournal article that includes the measure, or to the test !ublisher7s website where it can be found or !urchased# &hilst the list of trait EI measures is not e,hausti e, we ha e selected a range of tests that differ somewhat in content# Some may ha e more a!!licability to PDP than others# $owe er, our aim was to illustrate the different ty!es of tests that are a ailable, thus enabling you to arri e at your own decision about which measure to select# The decision chart (8igure 1" summarises the tests re iewed in this document#

Do yo' want to assess act'al EI s#ills, EI traits$self%&erce&tions or a com!ination of EI traits and com&etencies(

"#ills

Traits$self%&erce&tions

Traits$com&etenci es

5S6EIT

6ore EI facets (e#g#, emotion !erce!tion : management" or additional dimensions such as o!timism, asserti eness : im!ulse control?

Emotional )uotient In entory Emotional 6om!etence In entory

6ore EI facets

Broader EI dimensions

Schutte EI Test 5ultidimensional EI (ssessment Swinburne 4ni ersity EI Test

Trait EI )uestionnaire

Figure ! EI test decision chart

A!ility EI Tests
Mayer-Salovey-Caruso EI Test Version 2.0 (MSCEIT V2.0; Mayer, Salovey & Caruso, 2002) (bility EI measures are s!arse, mainly because of the time and resources in ol ed in de elo!ing such tests# The 5S6EIT is a !erformance test that contains 1C1 items, measuring eight EI tas%s, four branches, two areas and global ability EI# The res!onse format of the 5S6EIT can be seen in Table 1# =ote howe er, that because the scoring technique does not !ermit factually correct answers, the test is !erha!s better seen as a measure of emotion-related cogniti e s%ills, as o!!osed to a ty!e of intelligence# Practicalities of (dministration The 5S6EIT is lengthy and ta%es a!!ro,imately D@-C3 minutes to com!lete# Scoring is !erformed by 5$S, the test distributer, and so if you intend to use this test you will need to factor in time for scoring in between the test administration and test feedbac% session# The 5S6EIT isn7t the chea!est test (for !ricing order a catalogue from 5$S", which is !roblematic if you are on a tight budget# Eele ance to PDP The 5S6EIT has a s!ecific focus on the assessment of four emotional s%ills and so may ha e less a!!licability to PDP than tests that focus on a wider range of emotional facets# Thus, there is less o!!ortunity for students to e aluate and reflect on emotion-related transferable s%ills# $owe er, the 5S6EIT does ha e the added benefit that it assesses real emotional s%ills and so gi es students an indication of their actual rather than !ercei ed le el of emotional functioning (!ercei ed le els being the focus of trait EI tests"# Eeliability and Falidity The four 5S6EIT branches, two area scores and total EI ha e all shown good reliability (i#e#, the items in each subscale are consistently measuring EI", but some of the eight tas%s are only moderately reliable (5ayer, Salo ey : 6aruso# G@@G"# There is some em!irical su!!ort for the !resence of four branches (e#g#, Day and 6arroll, G@@C", although other studies suggest that a different number of branches are !resent (e#g#, three' Hardner : )ualter, manuscri!t submitted for !ublication* see also Ieele : Bell,

G@@J* Eossen, Iranzler, : (lgina, G@@J"# Thus it seems that the 5S6EIT global score is the most reliable# The 5S6EIT has been associated with a range of academic, occu!ational, !sychological and clinical ariables (e#g#, cogniti e ability, academic functioning, de iant beha iour, life satisfaction, aggression and !ersonality disorder* Bastain, Burns : =ettelbec%, G@@3* Hardner : )ualter, G@@;* see also )ualter, Hardner : &hiteley, G@@<, and 5ayer, Salo ey : 6aruso, G@@C, for re iews"#

"able ! #tructure and $ontent o% the &#$EI" '#ource! ada(ted %rom the &#$EI" manual) &ayer et al*+ ,--,.
Areas )ranches * Descri&tion Tas#s +es&onse ,ormat

E,!eriential Emotional Intelligence' the ability to !ercei e, res!ond, and mani!ulate emotional information

Branch 1 - Percei ing Emotions' the ability to !ercei e emotion in others and stimuli Branch G - 8acilitating Thought' the ability to reason about emotion

( - 8aces tas%' the ability to identify facial e,!ression of emotion E - Pictures tas%' the ability to identify emotion in images e#g#, landsca!es B - Sensations tas%' the ability to generate then reason with an emotion 8 - 8acilitation tas%' %nowledge of mood interaction to su!!ort thin%ing and reasoning

Eating faces' 1 (no emotion" to 3 (emotion" Eating !ictures' 1 (no emotion" to 3 (emotion" Eating the usefulness of moods' 1 (not useful" to 3 (useful" 5a%ing +udgements on emotion similarity' 1 (not ali%e" to 3 ( ery much ali%e"

Strategic Emotional Intelligence' the ability to understand and manage emotions

Branch D - 4nderstanding Emotions' the ability to label emotions and to understand grou!s of related emotions Branch C > 5anaging Emotions' the ability to effecti ely regulate emotions

6 - 6hanges tas%' understanding how emotions transition from one to another H - Blends tas%' the ability to understand com!le, feelings D - Emotion 5anagement tas%' the ability to rate the effecti eness of certain actions or beha iours for managing emotions $ - Emotional Eelations tas%' the ability to +udge the effecti eness of actions for regulating another7s emotions

5ulti!le-choice questions

5ulti!le-choice questions Eating the effecti eness of actions for mood management' 1 ( ery ineffecti e" to 3 ( ery effecti e" Eating the effecti eness of res!onses' 1 ( ery ineffecti e" to 3 ( ery effecti e"

Trait EI Tests
Because trait EI tests are ty!ically self-re!ort questionnaires, they are easy to administer and score within a brief seminar, wor%sho! or lecture# 8or all tests, rather than sim!ly !ro iding students with their scores on each subscale of a test (which may be iewed as meaningless by students", we recommend that scores are !lotted on gra!hs so students can isually identify their strengths and areas for de elo!ment (see sam!le 8igure G"#

C#3 C D#3 D G#3 G 1#3 1 @#3 @ 5ood Emotion regulation !erce!tion Social s%ills 4tilising emotion

Trait EI score

EI facet

,ig're -: Trait emotional intelligence &rofile

The Schutte EI Test (SEIS; Schutte et al., !!") The Schutte EI test is one of the most widely used trait EI scales in the literature# This is !artly because the measure was one of the first freely a ailable self-re!ort EI measures that ma!!ed onto an e,isting EI model# The test includes DD items that assesses global trait EI and four facets' o!timism?mood regulation, a!!raisal of emotions, social s%ills and utilisation of emotion# Partici!ants res!ond using a 3-!oint .i%ert scale, ranging from /strongly disagree0 to /strongly agree0#

Practicalities of (dministration Hi en the bre ity of this questionnaire, it is quic% and sim!le to both administer and score within one seminar session or lecture if needs be# The SEIS is free to use for research?academic !ur!oses# Eele ance to PDP .i%e the 5S6EIT, this test has a s!ecific focus on the assessment of four emotional facets means and so may ha e less a!!licability to PDP# $owe er, being able to identify and manage emotions (in self and others" are im!ortant attributes for successful na igation through life# In terms of the former, if we were unable to read the facial e,!ressions of !eers or colleagues, it will be difficult to understand their emotional needs# This could ine itably lead to !roblems in uni ersity or wor% relationshi!s since we use the emotional cues others send us to gage how we should beha e around them# &ith regard to emotion regulation, this is ital for successful management of all %inds of situations that in ol e negati e feelings such as an,iety or stress# These are im!ortant attributes and students should be aware of their strengths and wea%nesses in these areas to allow them to set measurable goals for self de elo!ment# Because the test is free and brief, it can be re-administered multi!le times to gi e students o!!ortunities to !lan and reflect on their self-de elo!ment# Eeliability and Falidity The global EI score and three of the four branches ha e shown acce!table le els of reliability, but reliability of the utilisation of emotion subscale is moderate in some studies (Hardner : )ualter, in !ress* Sa%lofs%e, (ustin : 5in%si, G@@D"# Some em!irical research su!!orts the e,istence of the four subscales' o!timism?mood regulation, a!!raisal of emotions, social s%ills and utilisation of emotion (e#g#, Sa%lofs%e et al#, G@@D"# $owe er, other researchers ha e failed to confirm this structure, suggesting that the test assesses a different number of EI facets (e#g#, Hignac, Palmer, 5anocha : Stough, G@@3"# This questions the alidity of the test, the im!lication being that we can7t really be sure that the four subscales are truly assessing coherent EI facets each time we administer the test# This issue also a!!lies to the 5S6EIT, and should be born in mind if you wish to use these measures for PDP !ur!oses#

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The SEIS has been associated with arious !sychological and clinical ariables (e#g#, life satisfaction, aggression and !ersonality disorder* Bastain et al#, G@@3* Hardner : )ualter, G@@;* Hardner : )ualter, in !ress"# 4nli%e the 5S6EIT which is an abilitybased test that correlates with cogniti e ability and academic grades, relationshi!s between the SEIS and these ariables are often wea% or negligible (e#g#, Bastian et al#, G@@3* Schutte et al#, G@@G"# This is generally e,!ected for all trait EI measures since they assess !ersonality traits and not cogniti e abilities* they are thus more highly related to established !ersonality dimensions such as =euroticism and E,tra ersion (Bastian et al#, G@@3* Sa%lofs%e et al#, G@@D"#

Multi#i$ensional E$otional Intelli%ence &ssess$ent (MEI&; Tett, 'o( & )an%, 200*) The 11K-item 5EI( includes 1@ subscales and D broader EI factors, rated on a K-!oint .i%ert scale, ranging from /strongly disagree0 to /strongly agree0' i" ii" iii" self orientation' moti ating emotions, recognition of emotion in the self, regulation of emotion in the self and intuition s# reason* emotional sharing' non erbal emotional e,!ression, em!athy and mood redirected attention* other orientation' creati e thin%ing, recognition of emotion in others and regulation of emotion in others# Practicalities of (dministration .i%e the 5S6EIT the 5EI( is costly# It can be !urchased from Sigma (ssessments# 9n the other hand, des!ite the large number of questions it ty!ically ta%es less time to administer than the 5S6EIT (a!!ro,# D@ minutes"# 8or scoring information contact Sigma (ssessments# Eele ance to PDP The inclusion of 1@ subscales to assess arying trait EI facets means that students obtain a broader !icture of their emotion-related !ersonality traits than would be gained with the SEIS# The core EI facets are im!ortant (as noted abo e", but additional com!onents such as /creati e thin%ing0 are s%ills that are ital to success within educational and occu!ational s!heres#

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Eeliability and Falidity (ll ten subscales ha e shown to be reliable and there is su!!ort for the 1@-factor structure of the test (Hardner : )ualter, in !ress* Tett et al#, G@@3"# Eesearch is currently limited on associations between the 5EI( and e,ternal criteria# $owe er, there is some e idence showing that the test is related to !sychological ariables such as life satisfaction, cross-cultural ada!tability and emotional resilience (Tett et al#, G@@3", the latter two being most rele ant to em!loyability# Eecent research also found that the test !erforms in a similar manner to the SEIS and TEI)ue (described below" in terms of relating to range of !sychological and well-being ariables (e#g#, aggression, loneliness and ha!!iness* Hardner : )ualter, in !ress"#

S+in,urne -niversity E$otional Intelli%ence Test (S-EIT; .al$er & Stou%h, 200 ) The S4EIT uses KC items to assess global EI and fi e EI facets' emotional control, emotional recognition and e,!ression, emotional management, emotions direct cognition and understanding of emotions e,ternal# Partici!ants res!ond using a 3-!oint .i%ert scale, ranging from /ne er0 to /al/ays0# Practicalities of (dministration The S4EIT is freely a ailable for research?academic !ur!oses and ta%es a!!ro,# 1@-13 minutes to administer# It is thus an a!!ro!riate measure for being administered and scored within one session if needs be# The test can be obtained (along with the technical manual" by contacting Swinburne 4ni ersity7s 9rganisational Eesearch 4nit# Eele ance to PDP The S4EIT is similar to the SEIS in terms of assessing a small number of core EI facets, although awareness of strengths and wea%ness on these facets is im!ortant for students (as argued in the conte,t of the SEIS"# Eeliability and Falidity The S4EIT7s fi e subscales and global EI ha e shown good e idence of reliability (Palmer : Stough, G@@1"# The measure is related to cogniti e, !sychological and clinical ariables (e#g#, I), life satisfaction, de!ression and leadershi! style* Hannon : Eanzi+n,

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G@@3* Downey et al#, G@@J* Hardner : Stough, G@@1"# $owe er, there is some e idence to suggest that the S4EIT does not conform to the fi e factor structure originally outlined* rather nine dimensions are assessed by this test (Hignac, G@@3"# This suggests e,ercising caution when using this test as scores for the fi e subscales may not be re!resentati e of the dimensions they are assumed to be assessing#

Trait E$otional Intelli%ence /uestionnaire (TEI/ue v. .*0; .etri#es, 200!) The 13D-item TEI)ue (Petrides, G@@;" is a more broadly-defined com!rehensi e measure that co ers all facets of trait EI as !ostulated by Petrides and 8urnham7s (G@@1" trait EI framewor%# The TEI)ue includes C com!ound scales that encom!ass 13 subscales' i" ii" iii" i " well-being' ha!!iness, o!timism and self-esteem* self-control' control?emotion regulation, stress management and im!ulsi eness (low"* emotionability' emotion e,!ression, em!athy, emotion !erce!tion (self and others" and relationshi! s%ills* sociability' social com!etence, asserti eness and emotion management (others"#

Self-moti ation and ada!tability are the final two subscales, but they do not belong to any of the four broader scales# )uestions are rated using a <-!oint .i%ert scale, ranging from /com(letely disagree0 to < /com(letely agree0# Practicalities o% Administration The TEI)ue is a fairly lengthy instrument and is free of charge for research !ur!oses# .i%e the 5EI(, the TEI)ue ta%es a!!ro,# D@ minutes to com!lete and so can be easily administered within a brief seminar or lecture# Scoring is done by the test !ublisher, free of charge, requiring a second session to gi e scores and feedbac% to students# $!we er, you will need to contact the test !ublisher to enquire about use of the instrument for non-research !ur!oses# Relevance to PDP The inclusion of a broad range of facets renders the TEI)ue an attracti e measure for use within a PDP conte,t# (n awareness of such traits such as o!timism, stress

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management, im!ulse control and relationshi! s%ills are crucial to academic success and de elo!ment as a life-long learner# They are also %ey com!onents of a successful wor%-life and are qualities that em!loyer7s clearly alue# (lthough in theory the test can be re-administered multi!le times to gi e students o!!ortunities to !lan and reflect on their self-de elo!ment, scoring is done by the test !ublisher# Aou will therefore need to negotiate with the !ublisher whether multi!le scoring of an indi idual7s test is !ermitted, and also consider how this would wor% in !ractice i#e#, how and when will students ta%e the second test? It is unli%ely that you would be able to send in indi idual tests for rescoring based on when !articular students decide to re-ta%e the test# Reliability and Validity The TEI)ue7s 13 subscales and the global EI score are reliable (Hardner : )ualter, in !ress"# There is su!!ort for the fifteen factor structure of the test (5i%ola+cza%, .uminet, .eroy : Eoy, G@@<", although there is a large degree of o erla! between some of test7s subscales (e#g#, ha!!iness and o!timism are highly related* Hardner, G@@J* This is theoretically e,!ected, although it does raise the question of whether these !articular subscales are assessing unique facets of EI, or are ta!!ing into the same underlying construct# The TEI)ue is associated with a range of academic, occu!ational, !sychological and clinical ariables (e#g#, cogniti e ability, academic !erformance, occu!ational stress, aggression and de!ression* Hardner : )ualter, in !ress* Petrides, 8rederic%son : 8urnham, G@@C* 5i%ola+cza%, .uminet et al#, G@@<* 5i%ola+cza%, 5enil : .uminet, G@@<* Petrides, PLrez-HonzMlez : 8urnham, G@@<"# It also more strongly !redicts criteria such as aggression, loneliness, life satisfaction, ha!!iness than the SEIS and 5EI(, which may be a !roduct of the test7s assessment of a wider range of trait EI facets (Hardner : )ualter, in !ress"#

.ther "elf%re&orted EI$Emotional Com&etency Tests

The E$otional /uotient Inventory (E/-i; 0ar-1n, !!2) The 1DD-item Emotional )uotient In entory (E)-I* Bar-9n, 1;;<" is a com!rehensi e measure that is somewhat similar to the TEI)ue# $owe er, the E)-I was de elo!ed as a measure of emotional and social com!etencies that are im!ortant for dealing with

14

en ironmental demands and !ressures# It therefore also targets se eral non-trait EI facets such as /!roblem sol ing0 and /reality testing0# The test uses a 3-!oint .i%ert scale and includes 3 com!ound scales encom!assing 13 subscales' i" ii" iii" i " " inter!ersonal E) (Emotional )uotient"' em!athy, inter!ersonal relationshi!s and social res!onsibility* intra!ersonal E)' asserti eness, emotional self-awareness, self-regard, selfactualization and inde!endence* stress management' im!ulse control and stress tolerance* ada!tability' fle,ibility, reality testing and !roblem sol ing* general mood, consisting of o!timism and ha!!iness#

Practicalities o% Administration The E)-I is of a similar length to the 5EI( and TEI)ue and would ta%e a!!ro,# D@ minutes to administer# The Technical 5anual !ro ides detailed information about the administration and scoring of the test# 6ontact 5$S for !ricing# Relevance to PDP .i%e the TEI)ue the inclusion of a range of facets renders the E)-I an attracti e tool for use within a PDP conte,t# The additional assessment of com!etencies such as /!roblem sol ing0 also ma%es the test a!!ealing# It is e,actly these ty!es of s%ills that are crucial com!onents of a successful wor%-life and increasingly sought after my em!loyers in a ariety of s!heres# 4nfortunately, because the E)-I costs money, it would be costly to administer the test more than once as a tool for assessing continuous self-de elo!ment# Reliability and Validity &hile the E)-i has generally been shown to a reliable measure (e#g#, Bar-9n, 1;;<* Dawda : $art, G@@@", Petrides and 8urnham (G@@1" found that reliabilities of some of the E)-i subscales are low# The 13-factor structure of the test also a!!ears !roblematic, as some studies ha e re!orted that 1 global scale - or alternati ely a small number of subscales - is !resent (e#g#, Palmer, 5anocha, Hignac : Stough, G@@D* Petrides : 8urnham, G@@1"# There is some suggestion that the E)-I is wea%ly related to cogniti e outcomes (e#g#, s!atial ability and uni ersity grades"# In some, but not all studies the test also relates to academic success (e#g#, Par%er et al#, G@@C"# The E)-I is also associated

15

with occu!ational and clinical outcomes such as managerial !erformance and eating !athology (5ar%er : Fander &all, G@@<* Par%er et al#, G@@C* Slas%i : 6artwright, G@@G"#

E$otional an# Social Co$3etence Inventory (ESCI; 4ay%rou3, 0oyat5is & 6ole$an, 2002) The ES6I uses <@ items to assess emotional com!etencies, defined as learned EIbased ca!abilities that contribute to wor% !erformance# The test uses a 3-!oint li%ert scale and assesses 1G com!etencies ia clusters' i" ii" iii" i " self-awareness' emotional awareness self management' achie ement orientation, ada!tability, emotional self-control, !ositi e outloo%* social awareness' em!athy, organizational awareness* relationshi! management' ins!irational leadershi!, influence, conflict management, teamwor%, coach and mentor# Practicalities o% Administration The ES6I is a mid-length questionnaire and would ta%e a!!ro,# 13-G@ minutes to administer# The Technical 5anual !ro ides information about the administration and scoring of the test# 6ontact the $aygrou! for !ricing# Relevance to PDP .i%e the TEI)ue and E)-I, the inclusion of a range of facets renders the ES6I an attracti e tool for use within a PDP conte,t# The additional assessment of com!etencies such as /ins!irational leadershi!0 and /organizational awareness0 means that the test has direct rele ance to em!loyability# Thus, it is a worthwhile test for use within a PDP conte,t# The ES6I costs money though, ma%ing it costly to administer the test more than once as a tool for assessing continuous self-de elo!ment# Reliability and Validity There is little !ublished !sychometric information for this measure# The !re ious ersion (the E6I" has shown low or moderate reliabilities for some of the smaller subscales or four broader cluster scores ($ay Hrou! : &olff, G@@3"# Scores on the E6I are

16

associated with managerial style and career success (see E6I technical manual by $ay Hrou! : &olff, G@@3", suggesting a!!licability to em!loyment#

+eferences
Bastian, F# (#, Burns, =# E#, : =ettelbec%, T# (G@@3"# Emotional intelligence !redicts life s%ills, but not as well as !ersonality and cogniti e abilities# Personality and Individual Di%%erences+ 01+ 11D3-11C3# Bar-9n, E# (1;;<"# "he 2ar34n Emotional 5uotient Inventory 'E53i.! a test o% emotional intelligence# Toronto, 6anada' 5ulti-$ealth Systems# Dawda, D# : $art, S# D# (G@@@"# (ssessing emotional intelligence' reliability and alidity of the Bar-9n Emotional )uotient In entory (E)-i" in uni ersity students# Personality and Individual Di%%erences+ ,6+ <;<-J1G# Day, (# .# : 6arroll, S# (# (G@@C"# 4sing an ability-based measure of emotional intelligence to !redict indi idual !erformance, grou! !erformance, and grou! citizenshi! beha iours# Personality and Individual Di%%erences+ 07+ 1CCD-1C3J# Downey, .# (#, Nohnston, P# N#, $ansen, I#, Schembri, E#, Stough, 6#, Tuc%well, F#, Schweitzer, I# (G@@J"# The relationshi! between emotional intelligence and de!ression in a clinical sam!le# Euro!ean Nournal of Psychiatry, ,,, ;D-;J# Hannon, =# : Eanzi+n, E# (G@@3"# Does emotional intelligence !redict unique ariance in life satisfaction beyond I) and !ersonality? Personality and Individual Di%%erences+ 06+ 1D3D-1DKC# Hardner, I# (G@@J"# (bility emotional intelligence, trait emotional intelligence and borderline !ersonality disorder# 4n!ublished doctoral dissertation# 4ni ersity of 6entral .ancashire#

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Hardner, I# N#, : )ualter, P# 8actor Structure, 5easurement In ariance and Structural In ariance of the 5ayer-Salo ey-6aruso Emotional Intelligence Test Fersion G#@# &anuscri(t submitted %or (ublication* Hardner, I# N#, : )ualter, P# (in !ress"# 6oncurrent and incremental alidity of three trait emotional intelligence measures# #(ecial Issue on Emotional Intelligence+ Australian 8ournal o% Psychology* Hardner, I# : )ualter, P# (G@@;"# Emotional intelligence and borderline !ersonality disorder# Personality and Individual Di%%erences+ 9:+ ;C-;J# Hardner, .#, : Stough, 6# (G@@G"# E,amining the relationshi! between leadershi! and emotional intelligence in senior le el managers* ;eadershi( < 4rgani=ation Develo(ment 8ournal+ GD, KJ-<J# Hignac, H# E# (G@@3"# Determining the dimensionality o% a sel%3re(ort emotional intelligence inventory '#>EI". and testing its uni?ue %actorial validity* >n(ublished doctoral dissertation# Swinburne 4ni ersity of Technology' 5elbourne, (ustralia# Hignac, H# E#, Palmer, B# E#, 5anocha, E#, : Stough, 6# (G@@3"# (n e,amination of the factor structure of the schutte self-re!ort emotional intelligence (SSEEI" scale ia confirmatory factor analysis# Personality and Individual Di%%erences+ 01+ 1@G;1@CG# $ay Hrou!, Boyatzis, E# : Holeman, D# (G@@<"# Emotional and Social 6om!etence In entory > 4ni ersity edition self-assessment questionnaire# $ay Hrou!, 5c6lelland 6enter for Eesearch and Inno ation, : &olff, S# B# (G@@3"#"he emotional com(etence inventory 'E$I. technical manual* Eetrie ed on (ugust, 1G, G@@;' htt!'??www#eiconsortium#org?!df?E6IOGO@OTechnicalO5anualO G#!df Ieele, S# 5# : Bell, E# 6# (G@@J"# The factorial alidity of emotional intelligence' an unresol ed issue# Personality and Individual Di%%erences+ 99, CJ<-3@@#

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5ar%ey, 5# (# : Fander &al, N# S# (G@@<"# The role of emotional intelligence and negati e affect in bulimic sym!tomatology# $om(rehensive Psychiatry+ 96+ C3JCK3# 5ayer, N# D# : Salo ey, P# (1;;<"# &hat is emotional intelligence? In P# Salo ey and D# Sluyter (Ed#", Emotional develo(ment and emotional intelligence! Im(lications %or educators (!!# D-D1"# =ew Aor%' Basic# 5ayer, N# D#, Salo ey, P#, : 6aruso, D# (G@@G"# &ayer3#alovey3$aruso Emotional Intelligence "est '&#$EI".! >ser@s manual# Toronto, 6anada' 5ulti $ealth Systems# 5ayer, N# D#, Salo ey, P#, : 6aruso, D# (G@@C"# Emotional intelligence' theory, findings, and im!lications# Psychological In?uiry+ A+ 1;<-G13# 5i%ola+cza%, 5#, .uminet, 9#, .eroy, 6#, : Eoy, 6# (G@@<"# Psychometric !ro!erties of the Trait Emotional Intelligence )uestionnaire (TEI)ue* Petrides : 8urnham, G@@D"' factor structure, reliability, construct, and incremental alidity in a 8renchs!ea%ing !o!ulation# 8ournal o% Personality Assessment+ 66+ DDJ-D3D# 5i%ola+cza%, 5#, 5enil, 6#, : .uminet, 9# (G@@<"# E,!laining the !rotecti e effect of trait emotional intelligence regarding occu!ational stress' e,!loration of challenge?threat a!!raisals and emotional labour !rocesses# 8ournal o% Research in Personality+ 9 + 11@<-111<# Palmer, B# E#, 5anocha, E#, Hignac, H#, : Stough, 6# (G@@D"# E,amining the factor structure of the Bar-9n Emotional )uotient In entory with an (ustralian general !o!ulation sam!le# Personality and Individual Di%%erences+ 0A+ 11;1-1G1@# Palmer, B#E#, Stough, 6#, (G@@1"# #/inburne >niversity Emotional Intelligence "est! Interim technical manual# 5elbourne' 9rganisational Psychology Eesearch 4nit, Swinburne 4ni ersity of Technology (un!ublished"#

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Par%er, N# D# (#, 6reque, S#, Barnhart, D# .#, $arris, N# I#, 5a+es%i, S# (#, &ood, .# 5# et al# (G@@C"# (cademic achie ement in high school' does emotional intelligence matter? Personality and Individual Di%%erences+ 0:+ 1DG1-1DD@# Petrides, I# F# (G@@;"# "echnical manual %or the "rait Emotional Intelligence 5uestionnaires '"EI5ue.* .ondon' .ondon Psychometric .aboratory Petrides, I#, PLrez-HonzMlez, N# 6#, : 8urnham, (# (G@@<"# 9n the criterion and incremental alidity of trait emotional intelligence# $ognition and Emotion+ , + GK33# Petrides, I# F# : 8urnham, (# (G@@1"# Trait emotional intelligence' !sychometric in estigation with reference to established trait ta,onomies# Euro(ean 8ournal o% Personality+ A+ CG3-CCJ# Petrides, I# F#, 8rederic%son, =#, : 8urnham, (# (G@@C"# The role of trait emotional intelligence in academic !erformance and de iant beha iour at school# Personality and Individual Di%%erences+ 07+ G<<-G;D# )ualter, P#, Hardner, I# N#, : &hiteley, $# E# (G@@<"# Emotional intelligence' re iew of research and educational im!lications# Pastoral $are in Education+ ,A+ 11-G@# Eossen, E#, Iranzler, N# $#, : (lgina, N# (G@@J"# 6onfirmatory factor analysis of the 5ayer-Salo ey-6aruso Emotional Intelligence Test F G#@ (5S6EIT"# Personality and Individual Di%%erences+ 99+ 1G3J-1GK;# Sa%lofs%e, D# $#, (ustin, E# N#, : 5ins%i, P# S# (G@@D"# 8actor structure and alidity of a trait emotional intelligence measure# Personality and Individual Di%%erences+ 09, <@<-<G1# Schutte, =# S#, 5alouff, N# 5#, $all, .# E#, $aggerty, D# N#, 6oo!er, N# T#, Holden, 6# N# et al# (1;;J"# De elo!ment and alidation of a measure of emotional intelligence# Personality and Individual Di%%erences+ ,A+ 1K<-1<<#

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Slas%i, 5#, : 6artwright, S# (G@@G"# $ealth, !erformance, and emotional intelligence' (n e,!loratory study of retail managers# #tress and Bealth+ 6, KD-KJ# Tett, E# P#, 8o,, I# E#, : &ang, (# (G@@3"# De elo!ment and alidation of a self-re!ort measure of emotional intelligence as a multidimensional trait domain# Personality and #ocial Psychology 2ulletin+ 0 + 1-D@#

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