MY REPORT

The emotional and social competency inventory (ESCI)

So here, we are going to discuss about:

The emotional and social intelligence
Development of the ESCI
Using the ESCI
How the ESCI is scored
Delivering ESCI feedback
Reliability
Validity
Norms

First, we are going to talk about Emotional and Social Intelligence.

Slide 1: What is emotional and social intelligence?

Emotional intelligence - is the capacity to recognize our feelings and those of others,
to motivate ourselves, and to manage emotions effectively in ourselves and others.

Read: So, it is a multifaceted skill set that involves self-awareness, empathy, motivation,
and effective emotional management. (It is not only about understanding and managing
one's own emotions but also about navigating social situations with a heightened
awareness of the emotions of others.)

Slide 2: The measurement of emotional and social intelligence.

Slide 2: The emotional and social competency inventory (ESCI) is a 360° survey designed to
assess 12 competencies that differentiate outstanding from average performers. - don't read

Explanation:
The measurement of emotional and social intelligence is achieved through the use of the
Emotional and Social Competency Inventory (ESCI), which is a specialized 360° survey.
This survey is specifically designed to evaluate 12 distinct competencies that help
distinguish exceptional performers from those who perform at an average level.

Slide 2: The ESCI measures the demonstration of individuals’ behaviors, through their
perceptions and those of their raters, making it distinct from measures of EI that assess ability or
personality
preferences. - don't read

Explanation:
What sets the ESCI apart from other measures of emotional intelligence (EI) is that it
focuses on assessing how individuals behave in real-life situations. It does this by
collecting feedback from both the individuals themselves and those who rate or assess
their behavior. This is in contrast to other EI assessments that may primarily focus on
gauging a person's ability or personality preferences.

In essence, the ESCI is unique in its approach because it delves into observable
behaviors and the perceptions of both individuals and their evaluators, allowing for a
more comprehensive evaluation of emotional and social intelligence in practical,
real-world contexts.

Slide 3: The emotional and social intelligence competency model

PICTURE HERE!

This model serves as a roadmap for individuals and organizations to understand,

develop, and apply the skills necessary for effective interpersonal relationships,
leadership, and overall success. So, in this model, we have:

Slide 4 and Slide 5: The competencies measured by the ESCI

So, in this model, we have:

✓Self-awareness: Recognizing and understanding our own emotions, captured in the

competency
• Emotional self-awareness: the ability to understand our own emotions and their effects on our
performance.

✓Self-management: Effectively managing our own emotions:

• Emotional self-control: the ability to keep disruptive emotions and impulses in check
and maintain our effectiveness under stressful or hostile conditions.
• Achievement orientation: striving to meet or exceed a standard of excellence; looking
for ways to do things better, setting challenging goals and taking calculated risks.
• Positive outlook: the ability to see the positive in people, situations, and events and our
persistence in pursuing goals despite obstacles and setbacks.
• Adaptability: flexibility in handling change, juggling multiple demands, and adapting
our ideas or approaches.

✓Social awareness: Recognizing and understanding the emotions of others:

• Empathy: the ability to sense others’ feelings and perspectives, taking an active interest in
their concerns and picking up cues to what is being felt and thought.
• Organizational awareness: the ability to read a group’s emotional currents and power
relationships, identifying influencers, networks, and dynamics.
 ✓Relationship management: Applying our emotional understanding in our dealings with
others
• Influence: the ability to have a positive impact on others, persuading or convincing
others in order to gain their support.
• Coach and mentor: the ability to foster the long-term learning or development of others by
giving feedback and support.
• Conflict management: the ability to help others through emotional or tense situations, tactfully
bringing disagreements into the open and finding solutions all can endorse.
• Inspirational leadership: the ability to inspire and guide individuals and groups to get the job
done, and to bring out the best in others.
• Teamwork: the ability to work with others towards a shared goal; participating actively, sharing
responsibility and rewards, and contributing to the capability of the team.

So, those are the definitions of the competencies measured by ESCI!

Slide 6: The education version of the emotional and social competency inventory (the ESCI-U)

• Systems thinking
• Pattern recognition

READ: 1. Systems Thinking: This competency refers to the ability of students to

understand and analyze complex systems, like the dynamics of a classroom, a subject
area, or even the entire educational institution. It helps students see how different
elements within a system are interconnected and how changes in one part can affect the
whole. It's a crucial skill for navigating the complexities of education.

2. Pattern Recognition: This competency involves the capacity to identify recurring

themes, trends, or regularities in information or situations. For students, it means being
able to recognize patterns in their studies, learning processes, and even in their own
behaviors. This skill can be invaluable for adapting and improving one's approach to
education.

So, the ESCI-U goes beyond standard emotional and social competencies to address the
specific needs of students in educational settings by including these competencies that
help them excel in their academic pursuits and personal development.

Slide 7: The emotional competency inventory (the ECI)

The ECI (the earlier version of the ESCI).

- measures 18 competencies
- are broadly the 12 measured by the ESCI plus accurate self-assessment, self-confidence,
transparency, initiative, service orientation, and change catalyst.

Explanation:
The Emotional Competency Inventory, or ECI, is an assessment tool that was an earlier version
of the Emotional and Social Competency Inventory (ESCI). The ECI originally measured 18
different competencies.

Of these 18 competencies, 12 are essentially the same as those measured by the ESCI.
However, the ECI included six additional competencies: accurate self-assessment,
self-confidence, transparency, initiative, service orientation, and change catalyst.

Over time, through continuous statistical analysis and research, it was determined that the
behaviors associated with these six additional competencies could be effectively integrated into
the 12 competencies that the ESCI already measured. This integration allowed for a more
streamlined and comprehensive assessment of emotional and social competencies without the
need to separately measure these six additional aspects. Therefore, the ESCI effectively
captures the behaviors of all 18 competencies in a more efficient and refined manner.
Development of the ESCI

The development of the Emotional and Social Competency Inventory (ESCI) spanned
several significant milestones, each contributing to its evolution as a valuable tool for
assessing emotional and social competencies:

Slide 8: Key events in the development of the ESCI:

• (1973) Initiation of Competency Research: The journey begins with David McClelland's
influential article in 1973, "Testing for competence rather than intelligence," which marked a shift
in focus from traditional intelligence testing to the exploration of competencies and their
relevance in organizational contexts.

•1982 Identification of Managerial Competencies:

In 1982, Richard Boyatzis published "The Competent Manager," presenting an empirical
approach to identify the characteristics that enable managers to excel in their diverse roles. This
work laid the foundation for understanding competence in management.

•1985 Development of Generic Competency Dictionary:

In 1985, Richard Boyatzis and others introduced Hay/McBer's Generic competency dictionary,
providing a structured framework for assessing competencies in various domains.

•1991 Assessment of Managerial Competencies

Boyatzis developed a self and external assessment questionnaire in 1991, aimed at evaluating
managerial competencies. This questionnaire was initially designed for use with MBA and
executive students.
Slide 9: •1993 Documentation of Competency Dictionary:
In 1993, Signe and Lyle Spencer contributed to the understanding of competencies with their
book "Competence at Work," further documenting the generic competency dictionary.

•1998 Linking Emotional Intelligence and Competencies:

In 1998, Daniel Goleman's "Working with Emotional Intelligence" built upon Boyatzis' and
Hay/McBer's work, using the generic competency dictionary to identify core emotional
competencies. This marked a significant step in integrating emotional intelligence into the
competency framework.

•1998 Development of Emotional Competence Inventory:

In the same year, Boyatzis and Goleman, in collaboration with the Hay Group, created the
Emotional Competence Inventory (ECI), which measured 22 competencies, including those
related to emotional intelligence.

•2002 Refinement of ECI:

Continuous efforts in testing, analysis, development, and validation led to the release of version
2 of the ECI in 2002. This version included a reduced number of competencies, down to 18,
reflecting ongoing improvements.

Slide 10: •2007 Transition to ESCI:

In 2007, Boyatzis and colleagues re-conceptualized the ECI, transforming it into a measure of
emotional and social intelligence competencies. A thorough review of competencies and items,
guided by factor analysis, resulted in the creation of the Emotional and Social Competency
Inventory (ESCI). This version featured fewer competencies (12) and higher psychometric
standards.

•2009-2011 Continuous Enhancement:

From 2009 to 2011, the ESCI underwent further enhancements through ongoing item review,
testing, and analysis.

•2010 Establishment of Norms:

In 2010, ESCI norms were established using a substantial dataset of 4,014 participants, 42,092
respondents, and 273 organizations.

•2011 ESCI Version 2:

The development culminated in the launch of version 2 of the ESCI in 2011. This updated
version featured 12 competency scales and 68 items, representing a significant step forward in
the assessment of emotional and social competencies in practical contexts, including the
workplace and education.

Throughout this journey, the ESCI evolved from its initial stages of exploring
competencies to becoming a refined and psychometrically sound tool for assessing
emotional and social intelligence, making it a valuable resource for personal and
professional development.

3rd report

Slide 11: Measuring emotional intelligence – development of the ECI

✓Development of ECI: Building upon Boyatzis and Goleman's work, the ECI was created to
measure emotional intelligence.

The development of the Emotional Competency Inventory (ECI) was a collaborative effort
between Richard Boyatzis, who had a well-established measure, and Daniel Goleman, the
author of "Working with Emotional Intelligence." They aimed to create a comprehensive
tool for measuring a wide range of emotional competencies.

✓Collaboration: Boyatzis and Goleman collaborated with Hay/McBer consultants to refine the
ECI items, drawing on expert opinion and prior studies.

To build the ECI, they began by creating a pool of assessment items that could effectively
capture various aspects of emotional competence. They then worked alongside
Hay/McBer consultants to refine these items. They didn't just rely on their own insights
but also drew from expert opinions and previous studies.

✓Target Levels: Target levels were established through a modeling process based on the
behaviors of effective and outstanding performers, serving as indicators of strength for high
performance.

To establish specific levels of competency, they used a modeling process that involved
observing the behaviors of highly effective and outstanding performers. This process
revealed crucial "tipping points" along the competency scales, which essentially became
benchmarks for what strong performance looked like in the ECI.

✓Data Analysis: A sample of over 10,000 ECIs was analyzed, providing insights into emotional
competencies. - don't read

✓A sample of over 10,000 ECIs, taken

between March 1999 and May 2001 and providing
‘total others’ scores on over 4,000 managers and professionals, were compiled and analyzed. -
don't read
They then collected and analyzed data from over 10,000 Emotional Competency
Inventories, which were taken between March 1999 and May 2001. This data included
assessments from over 4,000 managers and professionals who rated others.

The outcome of this extensive work was the second version of the ECI, referred to as
ECI2002. This new version came with several improvements:

It had fewer, but more clearly defined competency scales.

The factors that distinguished between the competency scales were better articulated.
Competencies were organized into distinct clusters for more effective assessment.
The number of assessment items was reduced based on feedback from clients.
The validity of the assessment was enhanced, making it a more reliable tool.
The overall reliability of the scales was notably high.

In essence, the development of the ECI was a rigorous and collaborative process that
resulted in a refined and more effective tool for assessing emotional competencies with a
focus on clarity, accuracy, and practicality.

Slide 12: Measuring emotional and social intelligence – development of the ESCI

The development of the Emotional and Social Competency Inventory (ESCI) was a
response to the demand for higher psychometric standards within the professional
research community. Here's a breakdown of the process:

✓(Reconceptualization: Boyatzis and Goleman re-conceptualized the ECI as a measure of

emotional and social intelligence competencies in 2006.)
Richard Boyatzis and Daniel Goleman decided to re-imagine the Emotional Competency
Inventory (ECI) as a tool for measuring both emotional and social intelligence
competencies. This move was motivated by a desire to meet the rigorous standards
expected by professional researchers.

✓(Review and Revision: Every item and competency scale were reviewed, revised and made
more concise through factor analyses to ensure they identified specific, understandable
behaviors.
They took a meticulous approach by scrutinizing each item and competency scale within
the ECI. They subjected these elements to factor analyses and made necessary revisions
to ensure that they specifically captured behaviors while remaining easily
understandable and concise.

✓(Reduced Competencies: The revisions resulted in fewer competencies, reducing the count
from 18 to 12.)
The outcome of this intensive review process was a reduction in the number of
competencies from 18 to 12. Additionally, they replaced the ECI's original algorithm,
which was based on developmental levels, with a new approach grounded in measuring
the consistency of behavior.

✓(Shift in Measurement: The ECI algorithm, based on developmental levels, was replaced with
a measure based on the consistency of behavior.)

✓(Pilot Testing: The new instrument, the ESCI, was piloted with 116 participants and 1,022
raters in the US and the UK.)
This extensive work culminated in the development of a new instrument, the Emotional
and Social Competency Inventory (ESCI). To ensure its effectiveness, it was tested with
116 participants and 1,022 raters in the United States and the United Kingdom.

✓(Psychometric Standards: Statistical analyses reassured that the ESCI focuses on

observable, recognizable, and distinct behaviors.)
The statistical analyses that followed provided solid evidence that the ESCI effectively
focuses on behaviors that are observable, recognizable, and distinct. This high level of
psychometric rigor reassured the professional research community.

✓(Removal of Developmental Levels: The removal of developmental levels allowed the ESCI to
be applied more effectively in various work contexts, job roles, and levels.)
Importantly, the removal of the developmental levels allowed for the creation of a
behavioral model that could be more universally applied across a wide range of work
contexts, job roles, and professional levels.

✓(Scale and Factor Structure Verification:

Further detailed analyses took place, involving 5,700 self-assessments and 62,000 other
assessments, which led to continued refinement and improvement of the ESCI.

The final outcome was the release of the second version of the ESCI in 2010. This version
featured slight adjustments to the assessment items, reflecting ongoing efforts to
enhance the measurement of emotional and social competencies.

In summary, the development of the ESCI was a comprehensive process that aimed to
meet the highest standards in psychometric assessment. It involved revising and refining
the assessment items, reducing the number of competencies, and shifting the focus from
developmental levels to the consistency of behavior. This resulted in a tool that
effectively evaluates observable and recognizable behaviors related to emotional and
social intelligence, applicable to a wide range of professional contexts.
A choice of EI measures

The outcome of these developments is that there is now a choice of instruments.

While the ESCI has attained an even higher psychometric standard than the ECI,
practitioners can choose between the ECI or the ESCI according to the needs of
their clients and the contexts they are working within. The following table can
help you work through this choice.

Slide 13: ECI (Emotional Competency Inventory)

This table shows the choice of EI measures: We have EI and ESCI

Emotional and Social Competency
In the Emotional Competency Inventory: Inventory: ESCI:
ECI

We have its Competencies of 18 scales, 72 Competencies consist of: 12 scales, 68

items items

Measures and Reports: The level of Measures and reports: Frequency of

Complexity of behavior ranges from 1 to 4. observed behavior

Grouping of competencies: Algorithm-driven Grouping of frequencies: Quadrant-based

clusters simplicity

Strength indicators: Based on an algorithm Strength indicators: Consistency of

mix behavior, the score is greater than or
equal to 85%. This means the value must
be 85 percent or higher.
 Psychometric standard: Acceptable Psychometric standard: High research
standards with some instability standards for reliability and validity.

In summary, while both ECI and ESCI assess emotional and social competencies, ESCI
offers a more streamlined and refined approach, focusing on 12 competencies and
adhering to higher research standards for reliability, validity, and stability. It simplifies the
grouping of competencies and strength indicators, making it applicable to a broader
range of roles and work contexts.