Session 6 Wrap Up and Re-Test

What is Emotional Intelligence?Why do we use it? How do we use it? What are the results/lessons learned?July 2012 - International First Year Experience Conference Vancouver, B.C.

Bringing Emotional Intelligence to Your Students : 2 Institutions/ 2 Models

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Introduce everyoneWere going to present to you today what we have done with emotional intelligence at our 2 institutions Fanshawe College and Wilfrid Laurier University why we decided to use the tool, how we use it, and what are results have been and the lessons we have learned.

1What is Emotional Intelligence?http://www.youtube.com/watch?v=VzQ3skLvhNw&feature=channel

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To start - what exactly is emotional intelligence?The best way I know to explain it, is actually to show you an exampleThis is a video of a situation that happened a few years ago that Im sure youll all remember

Now let me ask you a question - If you were on a plane that was destined to be hit by a flock of birds, would you want this pilot flying the plane, or would any other pilot do?Why? Is it because he has a high level of intelligence? Is it because he has strong technical skills? Could another pilot with the same range of intelligence and flying skills which would likely be pre-requisites for the job of a pilot, have more difficulty landed that plane safely?So what is so special about Sully Sullenberger?

He has high-stress tolerance, methodical problem-solving skills, flexibility, teamwork proficiency, and the calm optimism to know a crash was avoidable. In short, he is in control of his emotions he has high Emotional Intelligence (EI).

Interestingly, several years before the "Miracle on the Hudson," Air Canada recognized the importance of EI for pilots. The company hired about 650 pilots using EI assessment tools as one of the criteria. Applicants who lacked the requisite technical skills and experience were not considered, but what distinguished the finalists was high EI.

2Reuven Bar-On defines emotional intelligence as:An array of non-cognitive (emotional and social) capabilities, competencies and skills that influence ones ability to succeed in coping with environmental demands and pressures. R. Bar-On, Bar-On Emotional Quotient Inventory (EQ-i) Manual (Toronto :Multi-Health Systems, 1997)

Put simply: Emotional intelligence is your ability to recognize and understand emotions in yourself and others, and your ability to use this awareness to manage your behaviour and relationships. Travis Bradberry and Jean Greaves, Emotional Intelligence 2.0 (San Diego: Talent Smart, 2009)

+We will be showing you the EI model we used to assess our students a little later, but for now here are 2 definitions of emotional intelligence the first one is the definition used by the Reuven Bar-On, who developed the EQi model that we use, and the 2nd one is a little simpler, more layperson definition.3EQ vs. IQ?

People with the highest levels of IQ outperform those with average IQ just 20% of the time, while people with average IQs outperform those with high IQs 70% of the time. Travis Bradberry and Jean Greaves, Emotional Intelligence 2.0. (New York: Gallup Press, 2007)IQdoes not and cannot predict success in life it can predict on average 6% of success in a given job. Richard K. Wagner, Intelligence, Training and Employment, American Psychologist, 52 (Oct, 1997): 1059-1069+LAURA

A lot of people confuse EQ and IQ. IQ (or intelligence quotient ameasure of cognitive intelligence orbook smarts) is typically been our way of filtering which students can succeed in post-secondary education, and weve used their high school grades to measure their ability to use their IQ.So we know that students entering post-secondary education have, for the most part, reasonably high IQs.We also know that they seem to struggle regardless - have you ever had a student with very high high-school grades that has had difficulty succeeding, and conversely had a student with lower incoming grades that seems to have it all figured out? The question is why? And what can we do to help them?

That is the question we were trying to answer when we came across the power of EI.You see, just like in careers (as we saw with the miracle on the Hudson) a certain level of IQ is necessary for entry into post-secondary education (or a given career), but once in first year (or hat career), it is no longer a significant factor separating successful from unsuccessful students (employees) thats where EQ takes over.

4Why Emotional Intelligence?The Whole PersonThe Essential Difference

Steven Stein and Howard Book, The EQ Edge (Mississauga: John Wiley & Sons Canada, Ltd, 2006)+LAURA

EQ is a critical element in understanding the whole person - we are all a combination of 3 things our IQ, our personality, and our EQEach factor is unique and they dont overlap much, but when assessed together you get a picture ofthe whole person andwhat makes that persontick

But what makes EQ so different is that your IQ is pretty much set by the time you are 17, and your personality by the time you are 5 so as I say to my students in first year you are now about as smart as you ever will be its now time to use it; and also why you should never marry someone who has a personality trait that annoys you because it isnt going awayThese are what psychologists call static traits you cant do much about themBut the beauty of emotional intelligence is that it is not static it is worth understanding and focusing on because it can be improved through training, coaching and experience .

It was this revelation that there was something that we could work with the students to improve that first got us interested in EI, and it particularly interested me as we had seen our attrition rates in the BBA program spike from 10-15% to 25-30% after grade 13 was eliminated and students were coming in younger and less mature this certainly looked like the answer.

5Why Emotional Intelligence?The Higher Education Case for EI372 first year undergraduate students given EQi at end of year EI data matched with students academic recordsNo significant difference in: age, high school GPA, course loadTwo groups identified:Successful 80% or higherUnsuccessful 59% or lower

Parker, James D. A. 2006, When Smart Students Fail: Emotional Intelligence and Academic Success, International Conference on the First Year Experience, Toronto, ON.Successful group scored significantly higher on several dimensions of EI Intrapersonal abilities, Adaptability, and Stress management+Specifically his research was called the Trent Academic Success & Wellness Project started in 1999 to develop assessment protocol to identify 1st year students at risk of failure6The Higher Education Case for EQWhat Does the Research Tell Us?Recent findings examining the impact of EQ on student success:Incorporating emotional skills content in a college transition course was found to enhance student retentionSchutte N.S.&Malouff J.M. Incorporating Emotional Skills Content in a College Transition Course Enhances Student Retention, Journal of The First-Year Experience, 2002. Vol 14. pp 7-21. Scores on tests of optimism in 500 UPenn freshmen were found by Seligman to be a better predictor of actual grades during the first year than SAT scores or high school gradesSchulman, P. (1995). Explanatory style and achievement in school and work. In G.Buchanan& M.E. Pl. Seligman (Eds.), Explanatory style. Hillsdale, NJ: Lawrence Erlbaum.Significant positive correlations between EI and GPA were found in 304 first year students from various cohort groups at one NC institutionReported at Annual Conference on the First Year Experience, 2004, by A. Jaeger

+Other research findings have supported this7What is it?EQ-I 2.0 Model

The 5 meta-factors are broken down into 15 sub-factors:INTRAPERSONAL:Emotional Self-Awareness (being aware of and understanding our emotions) the ability to recognize how youre feeling and why, and the impact your behaviour has on othersAssertiveness (expressing our feelings and ourselves nondestructively) the ability to clearly express your thoughts and feelings, and defend a positionIndependence (being self-reliant and free of emotional dependency on others) the ability to be self-directed and self-controlledSelf-Regard (being aware of, understanding and accepting ourselves) the ability to recognize your strengths and weaknesses and to feel good about yourselfSelf-Actualization (setting and achieving goals to actualize our potential) the ability to realize your potential and feel comfortable with what you achieveINTERPERSONAL:Empathy (being aware of and understanding how others feel) the ability to understand what others might be feeling and thinkingSocial Responsibility (identifying with and feeling part of our social groups) the ability to be a cooperative and contributing member of your social groupInterpersonal Relationship (establishing mutually satisfying relationships) the ability to forge and maintain relationships that are mutually beneficial and marked by a sense of emotional closenessSTRESS MANAGEMENT:Stress Tolerance (effectively and constructively managing our emotions) the ability to remain calm and focused and to constructively withstand adverse events and conflicting emotions without caving inImpulse Control (effectively and constructively controlling our emotions) the ability to resist or delay a temptation to actADAPTABILITY:Reality Testing (validating our feelings and thinking with external reality) the ability to see things as they actually are, rather than the way you wish or fearFlexibility (coping with and adapting to change in our daily life) the ability to adjust your feelings, thoughts and actions to changing conditionsProblem Solving (generating effective solutions to problems of an intrapersonal and interpersonal nature) the ability to define problems, then move to generate and implement effective, appropriate solutionsGENERAL MOOD:Optimism (having a positive outlook and looking at the brighter side of life) the ability to maintain a realistically positive attitude, particularly in the face of adversityHappiness (feeling content with ourselves, others and life in general) the ability to feel satisfied with life, enjoy yourself and others, and experience zest and enthusiasm

Relate back to Miracle on the Hudson, and what theyve seen in the research8EQ-i & EQ-i 2.0 and Scientific Rigor

Buros Mental Measurements Yearbook275+ Research Publications and Dissertations

1) The EQ-i is recognized as a scientific measure of Emotional Intelligence by the Consortium for Research on Emotional Intelligence in Organizations (EI Consortium) and the Buros Mental Measurements Yearbook. Buros, the leading publication for critical analysis of tests and measurements, evaluated the EQ-i as a sound measure of Emotional Intelligence. This approval of psychometric quality is a very important markerof propertest development. And the EQ-I is the only Emotional intelligence assessment that you will find in Buros. 2) Instrument has been used with a lot of people large sample of Canadians really sensitive to both English and French Canadians, the last thing that you would want is a Human rights complaint someone who says its not fair, not promoted as a manager be really careful on the legal side that the assessment that you are using is legally sound francophone, Anglophone and native populations.In fact the provincial government has selected the EQ-I and EQ 360 as the EI tools that will be administered to every single minister in Ontario, as well as all senior and middle managers.

3) First ever test of EI others didnt exist and we have now released the 2nd generation assessment, and have leap-frogged ahead in the EI field as we have incorporated 15 years of research behind EQ-i we are a step ahead of everyone. In Scientific publications you will find the the EQ-I is the most widely accepted emotional intelligence tool in the world. We were the first with this technology and were the first to revise the technology its up to you whether you see yourselves the leading edge other manuals will site our test. Me too Use the EQ-i to compare their own its the gold standard. The only way they can validate it is by comparing it to the gold standard. We set the standard, we are the leaders, or you can pick the me too. ESCI largest psych.info. less than 10 studies, EQ-i has been incorporated into 270

Not a strong link to transformational leadership not highly related only 5 unpublished studies, and some are negative. Why research is important hundreds peer review YPO direct links of EQ-i and published peer reviewed article on leadershipIf you really want to be leading edge and defending what you are doing, peer review journals is most accepted organizational leadership peer review Journal.EQ-i studies that point to highly correlated to transformational leadershipScience if you dont have it, you dont know what youre getting. Confidence thing review on TTI , not a single Level of confidence that people have in a measure, if there is no one using it, there is less confidence. ESCI there are a dozen and the EQ-i there are hundreds. Joe blow sets up a phone company, says he has all of the bells and whistles am I going to go with him, or am I going to go with TELUS? Proven, always improving, always generating the latest technology. Its a confidence thing

Sample of the EQ-i 2.0 Report102 Institutions/2 Models

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How Do We Use EI?Our TimelineOver 6000 Fanshawe students have completed the EQ-I to date (approximately 1700 per academic year)Summer 2007, 1 staff and 1 faculty member were certified in EQ-I (champions)

Winter 2008 term, conducted small pilot with EQ-i included in our Strategies for Success course (layered)

Summer 2008, 24 Fanshawe Faculty/Staff certifiedStudent Success Advisors, Counsellors, Chairs

Fall 2008, expanded pilot with Strategies for Success course (layered)

Fall 2009, full implementation in all sections of Strategies for Success (EQ is now focus of the course)

Summer 2010, 42 more Fanshawe Faculty/Staff certified (virtually all full-time faculty in Lawrence Kinlin School of Business)

6164 to date13

How Do We Use EI?The Lesson Format

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How Do We Use EI?Guiding Personal Growth15

How Do We Use EI?Sample of Content16

How Do We Use EI?Sample In-Class Activity17

How Do We Use EI?Sample Weekly Reflection18

How Do We Use EI?Full Service19To be emotionally self-aware is a very important factor when making the transition to college. Starting college was pretty scary because I was in a new environment, surrounded by new people, and was overwhelmed by new feelings. At first, it was really hard to fully understand why I felt so overwhelmed, after all, it is just school, but I still felt stressed and alone. Becoming in touch with my emotions was really important in being able to cope with all these new feelings. I first had to understand why I felt the way I did before I could make steps in the right direction. In my mind, I reflected on how and why I felt the way I did and came to the conclusion that I was scared. I was scared of not succeeding, not making new friends, not liking my course, and ultimately, failing. After thinking about all of these things that scared me, I realized something: I was in control of all of these things. It was up to me to work hard to succeed in my program, to talk to new people and make friends, getting all that I could out of my courses, and therefore, passing! By making the EQ-i development plan, I could map out where I was, and where I wanted to be. I knew my strengths, learned about my weaknesses, and how to improve upon them. It helped to put things into perspective for me and figure out what traits I needed to work on to be more successful in my program, and in life, in general.

~ Alycia MResults/Lessons Learned?

Explain how emotional self-awareness and having a EQi Development Plan helped you make the transition to college. What were the benefits?

+20I personally think that continuing to develop my emotional self-awareness and having an EQi Development Plan has made my transition to college a much smoother transition. With neither of my parents having gone to college I had no real experience on how college life would be. Sure I had friends and cousins and such that would tell am all these stories about partying, but they would never talk about school or living on my own. I had always been the kind of person that would tend to focus on the negatives and cancel out the positives, so with that kind of mentality moving to a new school, in a new city, with all new people, was quite scary. Also I am not the most outgoing kind of guy and Im a tad lazy. Generally I would just not make the effort to go to meet new people and I would kind of just hang around without a care. By taking this class I came to realize that I needed to work on some of these things. After really paying attention in the classroom (something else I previously didnt do) I began to sort of open up towards change. Learning to become a more positive person or to stop being so shy and just getting out there to meet people and have a good time. It really helped a lot. The Development Plan was also of great use to me. It laid out exactly what some of my problems were and I came up with strategies on how to fix them. After using these strategies to help myself get better I believe that I have greatly increased the skills I wanted to improve upon.

~ Brian V, first generation studentExplain how emotional self-awareness and having a EQi Development Plan helped you make the transition to college. What were the benefits?

+21Offer EQ-I certification or EQ-I orientation to faculty and staff so that everyone can speak the language, contribute, and promote the success of the EQ focusMap the EQ skills in other courses within the programs so that students can continue to be aware of EQ and its impact on career successWork with Counselling Services from the beginning to build support and allay concern

Results/Lessons Learned?

+22Ensure that students understand the value of EQ and the importance of the environment when taking the online assessment1 to 2% of students will ask for 1-on-1 interpretation (sigh)Approximately 5% need help with login or lost passwordsYou need a good system for managing passwordsResults/Lessons Learned?

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+24How Do We Use EI?Moving Toward Increased SuccessIn June 2009 12 staff and faculty across campus were certified in career services, student services, residence life, academic advisors, and other 1st year facultyIn September 2009, we did a pilot study with 200 first year BBA students in 8 labs who were selected at random to complete the assessment Students signed a release to have their EI data matched to their incoming and 1st year gradesStudents were invited to attend a presentation explaining emotional intelligence and those attending were given their reports

Only the students attended

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In fact only half of the students attended the info sessions, about half a dozen asked for coaching is this due to a lack of emotional intelligence that they dont want to know about their level of emotional intelligence?25Students with reports were offered one-on- one coachingWorkshops on each of the 5 main scales were planned but cancelled due to lack of interestIn the summer of 2010 incoming students were invited to take the online and then attend a presentation during orientation week to learn about EI and how to interpret their results

Only 6 asked for coachingOnly 190 took test; 84 attended presentation; 6 came in for coaching

+ In fact only half of the students attended the info sessions, about half a dozen asked for coaching is this due to a lack of emotional intelligence that they dont want to know about their level of emotional intelligence?26Last year we decided to no longer make the assessment optional and it was worked into the curriculumApprox 2000 students were required to take the assessment early in the termAlso required to hand in a reflection at the end of the termWe introduced the emotional intelligence material in the human resources section of the course as a tool for selection, training, and assessment

+27Similar to Parker, found relationship between EI and GPA for successful (>80%) and unsuccessful (80% - 75% above average interpersonal relationship skills and 71% above average social responsibility related to group work; also saw relationship but to lesser extent for stress tolerance, problem solving and emotional self-awareness

28For unsuccessful students:100% below average:Total EQInterpersonal (20 pts) + social responsibility (17 pts) and interpersonal relationship skills (16 pts)Reality testing and flexibility General mood80% below average:Intrapersonal + self-regard, self-actualization (12 pts)Empathy (15 pts)Stress management + stress toleranceAdaptability (11 pts) + problem-solvingOptimism and happiness (15 pts)

+Students with overall grades