Introduction
Definition of Emotional Intelligence Emotional intelligence is the capacity for recognizing our own feelings and those of others, for motivating ourselves, and for managing emotions effectively in ourselves and others. Emotional competence is a learned capacity based on emotional intelligence that contributes to effective performance at work. Background on the ECI A Brief History of the Development of the ECI The ECI is a 360-degree tool designed to assess the emotional competencies of individuals and organizations. It is based on emotional competencies identified by Dr. Daniel Goleman in Working with Emotional Intelligence (1998), and on competencies from Hay/McBer’s Generic Competency Dictionary (1996) as well as Dr. Richard Boyatzis’s Self-Assessment Questionnaire (SAQ). Hay/McBer’s Generic Competency Dictionary was originated by Lyle and Signe Spencer as documented in their book Competence at Work (1993), and revised by psychologist David McClelland after an extensive review of the literature. It is based on over 20 years of research initiated by Dr. McClelland (1973) with his seminal article, “Testing for Competence rather than Intelligence.” Hay/McBer and other researchers have established that every core competency in the Dictionary reliably differentiates performance in a variety of organizations.
The Self-Assessment Questionnaire was initially developed by Dr. Boyatzis in 1991 for use with MBA and executive students to assess competencies in the Generic Model of Management used at the Weatherhead School of Management, Case Western Reserve University. The SAQ has shown a high degree of construct validity against a variety of behavioral and questionnaire measures. Since 1991, it has been used in numerous studies, including longitudinal research (Boyatzis, Baker, Leonard, et al., 1995; Boyatzis, Cowen & Kolb, 1995). Expanding upon Dr. Boyatzis’s well-established evaluation measure, Dr. Boyatzis and Dr. Goleman developed a pool of items designed to capture the full spectrum of emotional competencies. Items were selected from this pool based on conceptual and logical considerations.
Hay/McBer consultants further refined these items to reflect developmental scaling, which is characteristic of Hay/McBer’s Generic Dictionary of Competencies. Developmental scales were designed and target levels were identified based on expert opinion and prior studies. Boyatzis, Goleman, and Rhee (1999) outlined the rationale for the clustering and organization of emotional intelligence competencies.
This important paper presents a more detailed explanation for the development of the ECI and the theoretical structure upon which it is based. The Need for the ECI – 2.0 There were a number of psychometric properties of the ECI that were not what we desired: (1) it was reliable, but the competency scales showed intercorrelations that were too high (this resulted in a loss of factor differentiation and threatened the concept of EI having various components rather than being one constructor score); (2) there was a desire to reduce the number of items (the feedback from clients was that the test, at 110 items, was too long); (3) we wanted to increase the validity, which was also threatened if the scales were too highly correlated; and (4) in making changes, we wanted to ensure that we maintained the high scale reliability.
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