Emotional and social competency inventory - RESEARCH GUIDE AND TECHNICAL MANUAL - Korn Ferry
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Emotional and social competency inventory R ES E AR C H G UI D E A N D TECHNICAL MANUAL
Emotional and social competency inventory Research guide and technical manual This document contains proprietary business information of Korn Ferry and may be used by our clients solely for their internal purposes. No part of this work may be copied or transferred to any other expression or form without a license from Korn Ferry. This document should not be shared with other organizations, consultants, or vendors without the express written permission of Korn Ferry. For the sake of linguistic simplicity in this product, where the masculine form is used, the feminine form should always be understood to be included. © Korn Ferry 2017. All rights reserved. www.kornferry.com ESCI Research guide and technical manual Version 17.1a—04/2017
Emotional intelligence is the capacity for recognizing our own and others’ feelings and for managing emotions effectively, including motivating ourselves and others.
Emotional and Social Competency Inventory – Research guide and technical manual
Introduction
This research guide and technical manual provides a detailed technical description of the Emotional
and Social Competency Inventory (ESCI). Developed by Richard Boyatzis, Daniel Goleman, and
Korn Ferry Hay Group, the ESCI is used to assess and develop leaders’ and individual contributors’
emotional and social intelligence competencies.
The manual introduces the ESCI model and competencies, provides guidance on its use, and delves
deeply into its psychometric-based properties, including the recent review of the ESCI database and
norm update.
It also summarizes a number of empirical studies conducted by Richard Boyatzis, Korn Ferry Hay
Group, and many other researchers that validate the ESCI and the behavioral measurement of
emotional and social intelligence.
Richard Boyatzis
Distinguished professor of organizational behavior at the Weatherhead
School of Management at Case Western Reserve University
Boyatzis’ partnership with Korn Ferry Hay Group resulted in a validated
behavioral measure of emotional intelligence. His research explores how
people and organizations engage in sustainable, desired change, and his
publications include Primal Leadership: Learning to Lead with Emotional
Intelligence with Daniel Goleman and Annie McKee.
Daniel Goleman
Co-Director of the Consortium for Research on Emotional Intelligence in
Organizations
In Working with Emotional Intelligence, Goleman presented studies of the
competencies that distinguish outstanding performers in a large range of
organizations, resulting in the development of the ESCI. He co-founded
the Consortium for Research on Emotional Intelligence in Organizations,
catalyzing research on the contribution of EI to workplace effectiveness.
Contributors
Richard Boyatzis, Distinguished Professor of Organizational Behavior,
Case Western Reserve University
Samantha Guise, Technical Author, Korn Ferry Hay Group
Sarah Hezlett, Senior Assessment Scientist, Korn Ferry Institute
Paula Kerr, Senior Manager, Korn Ferry Institute
Stephen Lams, Talent Product Manager, Korn Ferry Hay Group
© Korn Ferry 2017. All rights reserved. iEmotional and Social Competency Inventory – Research guide and technical manual
Summary
Why EI continues to make a difference
When emotional intelligence (EI) became part of our everyday language in the 1990s, two
decades of research had already established the significance of competencies. Derived from
studies of performance, and using self and others’ perceptions, competencies demonstrated
strong relationships to important workplace outcomes. Richard Boyatzis and Dan Goleman’s work
focused on a specific group of competencies that were showing strong relationships to outstanding
performance for leaders and individual contributors: the emotional and social intelligence (SI)
competencies.
Since then, interest in and measurement of EI has grown globally. Korn Ferry Hay Group’s ongoing
development work with Boyatzis and Goleman has resulted in the Emotional and Social Competency
Inventory (ESCI), a validated measure of emotional and social intelligence and an extensive source
of behavioral data. It is used by business organizations, education institutions, researchers, and
independent consultants and coaches.
Since our last review in 2010, the ESCI database has grown from 4,000 to nearly 80,000 participants,
from 42,000 to nearly 700,000 non-self raters, and from 270 to over 2,200 organizations. Based on
this growth, Korn Ferry Hay Group has updated the ESCI global norms, reviewed its psychometric-
based properties, and gathered the most recent research so that practitioners can share the most
current findings.
What this manual covers
This research guide and technical manual presents an update on the ESCI’s psychometric-based
properties and a summary of recent research studies and findings. It includes:
Reliability data: A reassessment of the ESCI’s internal consistency with a much larger and more
diverse sample, as well as interrater estimates.
Validity data: Summaries of validity studies carried out with the ESCI or ESCI-U (the education/
university version). These include Korn Ferry Hay Group’s review of ESCI data alongside our other
measures of leadership and employee effectiveness and several independent research studies
carried out with participants in a range of roles and organizations.
Effect size data: A more practical alternative to norm tables, providing the opportunity to
quantify and explore differences between participant groups by region, country, age, gender,
job family, job level, and industry. These data also explore interesting differences between
participants’ self scores and rater scores, reinforcing the importance of gathering 360-degree
behavioral data.
The manual includes a full introduction to the ESCI model and its 12 competencies and how they
are measured, scored, and reported. It describes the development of the ESCI and ESCI-U. It
also provides ESCI practitioners with guidance on how to use the ESCI and ESCI-U to deliver
meaningful feedback that equips leaders, employees, and students to develop their capabilities in the
competencies that can make the biggest difference to their own and others’ overall performance.
ii © Korn Ferry 2017. All rights reserved.Emotional and Social Competency Inventory – Research guide and technical manual
What the 2016 ESCI data reveal
Our own review of ESCI data in relation to other key behavioral data, alongside the independent ESCI
studies, has reinforced the central role that emotional and social intelligence competencies play in
employee and leadership performance.
EI supports employee and leadership performance
Independent studies continue to spotlight emotional and social intelligence competencies as
differentiators of outstanding performance across a range of roles. They confirm that 360-degree
behavioral measures, such as the ESCI, are valuable predictors of performance.
Emotional self-awareness remains the cornerstone of EI
Confirmed as a solid foundation for a range of capabilities, individuals who demonstrate Emotional
self-awareness consistently are also likely to:
Demonstrate an average of 10 ESCI competencies consistently (ESCI strengths).
Make frequent use of four long-term leadership styles that have the most positive impact on their
team’s work climate and performance. (See “Does EI strengthen a leader’s approach?” in Section
3.5.1.)
Create the most positive work climates for their team members.
EI as a key predictor of leadership effectiveness
A number of ESCI competencies are emerging as predictors of leadership effectiveness:
Leaders with high scores in Conflict management are likely to make frequent use of four long-
term leadership styles and restrain their use of the two short-term styles, consequently creating
the most positive climates and having team members who intend to stay five years or longer.
Inspirational leadership and Empathy follow close behind in their positive relationships with
long-term leadership styles, team climate, and employee retention.
EI as a key predictor of employee effectiveness, engagement, and innovation
Higher ESCI competency scores relate to increased employee effectiveness scores across all drivers
of employee engagement and enablement:
Demonstrating six or more ESCI competencies consistently can equip a leader to make frequent
use of the long-term leadership styles, create a positive team climate, and encourage a majority
of team members to stay five years or longer.
Demonstrating three or fewer ESCI strengths relates to below average leadership strength and a
majority of team members planning to leave within five years.
Demonstrating no ESCI strengths typically results in bottom quartile leadership strength and over
10% of team members planning to leave within just one year.
© Korn Ferry 2017. All rights reserved. iiiEmotional and Social Competency Inventory – Research guide and technical manual
Contents
Introduction.................................................................................................................................................................... i
1. Assessing emotional and social intelligence competencies................................................................... 1
1.1 What is emotional and social intelligence?................................................................................................ 1
1.2 Measuring emotional and social intelligence........................................................................................... 1
1.3 The ESCI model.................................................................................................................................................. 2
1.4 The competencies measured by the ESCI............................................................................................... 3
1.5 The ESCI-U............................................................................................................................................................4
1.6 How ESCI data are gathered.........................................................................................................................4
1.7 How the ESCI is scored.................................................................................................................................... 5
2. Delivering ESCI feedback.................................................................................................................................... 7
2.1 Using the ESCI and ESCI-U............................................................................................................................. 7
2.2 Sharing ESCI feedback....................................................................................................................................9
2.3 The ESCI feedback report............................................................................................................................ 10
2.4 The ESCI group report....................................................................................................................................11
3. The scientific foundation for the ESCI..........................................................................................................13
3.1 The development of the ESCI.......................................................................................................................13
3.2 The 2016 review................................................................................................................................................18
3.3 Reliability.............................................................................................................................................................21
3.4 Model fit..............................................................................................................................................................23
3.5 Criterion validity............................................................................................................................................. 24
3.6 Criterion validity studies using the ECI or ECI-U............................................................................... 43
4. Developing EI and SI............................................................................................................................................51
5. Differences in EI and SI scores by key demographic variables.........................................................53
6. References...............................................................................................................................................................77
7. Appendix A. ESCI: Behavioral level of Emotional and Social Intelligence.....................................81
© Korn Ferry 2017. All rights reserved. vEmotional and Social Competency Inventory – Research guide and technical manual
1. Assessing emotional and social intelligence competencies
The focus of behavioral EI is competencies. Identified from studies of
performance, and subject to performance-based criteria, emotional and
social intelligence competencies are closely related to work and life
outcomes.
1.1 What is emotional and social 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. An emotional
and social competency is a learned capacity, based on emotional intelligence, which contributes to
effective performance at work.
1.2 Measuring emotional and social intelligence
The Emotional and Social Competency Inventory (ESCI) is a 360-degree survey designed to assess 12
competencies that differentiate outstanding from average performance at work. 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, self-assessments of ability, or personality
preferences. Appendix A describes in more detail how the ESCI stands out conceptually from other
approaches to measuring emotional and social intelligence.
“ We find that most of the characteristics that differentiate outstanding performers are these things
”
that we call social and emotional competencies.
Richard Boyatzis – Distinguished Professor of Organizational Behavior at the Weatherhead School of Management at Case
Western Reserve University
© Korn Ferry 2017. All rights reserved. 1Emotional and Social Competency Inventory – Research guide and technical manual
1.3 The ESCI model
The 12 competencies cover four distinct areas of emotional and social intelligence as developed and
documented by Richard Boyatzis and Daniel Goleman since 1996.
Figure 1. The ESCI model
SELF OTHERS
AWARENESS
Self- Social
awareness awareness
ACTIONS
Self- Relationship
management management Performance
2 © Korn Ferry 2017. All rights reserved.Emotional and Social Competency Inventory – Research guide and technical manual
1.4 The competencies measured by the ESCI
Each competency is carefully defined so that it is distinct from the others, easy to comprehend, and
properly summarizes its behavioral indicators. Listed below are the definitions of each cluster in the
model and the competencies within it:
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, set challenging goals and take 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 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 toward a shared goal; participating actively, sharing
responsibility and rewards and contributing to the capability of the team.
© Korn Ferry 2017. All rights reserved. 3Emotional and Social Competency Inventory – Research guide and technical manual
1.5 The ESCI-U
Students’ emotional and social competencies are measured using the ESCI-U, the education/
university version of the ESCI.
Two additional competencies cover areas of cognitive ability relevant to the performance of students
in further and higher education: Systems thinking and Pattern recognition.
1.6 How ESCI data are gathered
A 360-degree perspective
The ESCI is primarily used to gather 360-degree feedback data. Participants can choose to receive
feedback from five groups of raters: their manager, team members, peers, clients/customers, and
others. This provides participants with a range of perspectives on their behaviors.
Use of self-assessment scores
Self-assessment data alone may be useful as the basis for developmental discussion, but they
do not provide valid and reliable measures of emotionally and socially intelligent behavior. The
2016 data confirm that individuals who score low in Emotional self-awareness are more likely to
significantly overrate themselves in other competencies (average Cohen’s d of 1.02), while those
scoring high in Emotional self-awareness are more likely to moderately underrate themselves
(average Cohen’s d of -0.55).
Using valid data
When using the ESCI, it is important to recognize that not all of the data collected may be usable.
When the instrument is scored by Korn Ferry Hay Group, we discard data from a rater if the number
of “don't know” responses exceeds 25%, indicating that the rater does not have enough information
to accurately assess the participant. We therefore recommend that participants choose raters with
whom they work on a regular basis, or who know them well.
To preserve raters’ confidentiality, we also insist on a minimum of two raters in each rating category
(with the exception of the participant’s manager, where a single rater is permitted). If there is only
one rater in a category, we do not include that category of rater in the final scores. Rater categories
can also be combined to preserve confidentiality, if appropriate.
Finally, securing an accurate assessment of a participant’s emotional intelligence requires multiple
raters. Each rater observes different aspects of the participant, which means that any one individual's
perspective may be partial or skewed. We recommend a minimum of four to five raters, preferably
with different perspectives of the participant drawn from different contexts.
4 © Korn Ferry 2017. All rights reserved.Emotional and Social Competency Inventory – Research guide and technical manual
1.7 How the ESCI is scored
What does a competency score represent?
ESCI data are scored against a frequency range. Scores indicate how characteristic a behavior is for
an individual. Raters are asked to assess how consistently an individual demonstrates the behavior
described by each item on a five-point scale ranging as follows:
Never Rarely Sometimes Often Consistently
Each rater perspective is weighted equally. Scores are averaged across the relevant rater group (i.e.,
team members, peers, etc.). The “total others” score for each competency is the average across all
rater groups (except self ratings). Raters’ surveys are accepted if they provide responses to 75% of
the survey items.
An ESCI competency is considered to be a strength when the total others score—the average of all
raters’ scores—is 4.3 or higher, meaning that the behavior is observed consistently.
Raters are asked how well they know the performance of the person for whom they are providing
feedback. Responses, in a range from “Not at all well” to “Extremely well” are gathered for each
rater group and reported as a percentage. This helps the participant make sense of their feedback
in context: the higher the familiarity level, the more significant their raters’ feedback is for them. If a
rater responds “Not at all well,” that rater’s survey responses are automatically rejected.
The level of rater agreement for rater groups with two or more raters is also reported as a
percentage. The more consistent the scores within a rater group, the higher the agreement.
Agreement level is determined from the difference between the highest and lowest raters’ scores as
a percentage of the range of possible scores. Agreement can be low for a number of reasons. It may
indicate that some raters are less familiar with a participant than others, or that raters interact with
the participant in different situations and observe different behaviors.
The ESCI report allows participants to benchmark their scores against the norm group. The scores of
participants at the 25th and 75th percentiles are shown for each competency in the feedback report.
Providing rater group choices and scores from the norm group presents participants with a broad
perspective of how they are behaving across their work situations, as perceived by the different
individuals and groups with whom they interact.
© Korn Ferry 2017. All rights reserved. 5Emotional and Social Competency Inventory – Research guide and technical manual
2. Delivering ESCI feedback
The ESCI shows participants how others experience their behavior in
terms of the consistency with which they demonstrate emotional and
social competencies. It helps participants appreciate their strengths,
recognize how consistently they do certain things, and identify what
they can do to be even more effective.
ESCI feedback can only be delivered by certified practitioners. For information on ESCI certification,
contact your account manager. Use of the ESCI-U does not require certification.
The ESCI certification program helps practitioners gain a thorough understanding of the assessment
and the feedback report and to experience and follow best practice in delivering ESCI data. The
following is a summary—more detail is provided in the ESCI certification program materials.
2.1 Using the ESCI and ESCI-U
The ESCI and ESCI-U are used by practitioners for assessment and development and by researchers
for studying the role of emotional intelligence in learning and performance. ESCI feedback can
benefit individuals and groups in different roles and in a range of contexts.
In organizations
At a group level, the ESCI can provide valuable data about human resource capability in business, not-
for-profit, and public sector organizations. It is used to establish workforce strengths and development
needs. Repeat use of the ESCI (e.g., retesting every year or so) enables organizations to respond
quickly to capability issues and provides a summary of the condition of their human capital.
At an individual level, the ESCI—often combined with coaching—can help leaders and key contributors
determine what outstanding performance means for them within their role and decide which
competencies they want to work on.
The ESCI is not intended for use in HR resource management activities: selection, promotion, salary
decisions, etc. Each competency measured by the ESCI may or may not be relevant to a specific
job; therefore, it is inappropriate to use for resource decisions without first validating it against
the performance requirements for that job. In addition, 360-degree assessment processes can be
problematic when raters—participants and others—know that the data will be used to inform resource
decisions.
The ESCI is best suited to development. The range of competencies that it measures is broad, providing
feedback that participants can interpret in terms of their work context and their wider view of their
own personal characteristics.
Korn Ferry Hay Group offers an extensive range of products and services to support the development
of EI capabilities, including structured individual and leadership development training programs,
workbooks, e-learning, and the new, self-directed FYI® for your improvement: Emotional Intelligence
development guide. Please contact an account manager for the latest information on our offerings.
“ The rules for work are changing. We’re being judged by a new yardstick: not just by how smart we are,
”
but by how we handle ourselves and each other.
Daniel Goleman – Working with Emotional Intelligence (p. 3, 1998)
© Korn Ferry 2017. All rights reserved. 7Emotional and Social Competency Inventory – Research guide and technical manual
In education
Students’ competencies are measured using the ESCI-U, the education/university version of the ESCI.
This assessment is widely used in colleges and universities by educators who see EI competencies
as the building blocks of students’ capacity to understand and work with others, understand
and motivate themselves, and learn effectively. Some institutions use the ESCI-U as an outcome
assessment across their student population to determine what their students are learning. This is
useful in program improvements and accreditation reviews. Others use it to help students become
more self-aware and engaged learners and to help teaching staff respond more effectively to their
students’ needs.
In research
We welcome research proposals from those using the ESCI. If your proposal meets our criteria, you
will be offered access to our self-serve website for data collection. In return, we ask that you provide
us with a copy of your research data and results.
Choosing the right instrument for the situation
Our ESCI and ESCI-U instruments are available for use with specific participants in specific types of
organizations:
Table 1. ESCI and ESCI-U
ESCI ESCI-U
Purpose For use in business organizations For use in universities, colleges,
(public and private). schools (with post-16 students).
Participants Leaders, managers, professionals, Pre- or post-graduate students
and individual contributors. with limited work experience.
Competencies The 12 emotional and social The 12 emotional and social
intelligence competencies. intelligence competencies, plus two
cognitive competencies: Systems
thinking and Pattern recognition.
Benchmarking Extensive global norm group Not benchmarked.
across roles and industries.
Rater and feedback Data gathered from and reported Data gathered from and reported
choices across five rater categories: across two rater categories: self
manager, team member, peer, and others (i.e., no subdivision of
client/customer, other. other raters).
Certification Certification is required to provide Certification is not required to use
ESCI feedback. the ESCI-U.
Delivery Online: self-service and full service. Online self-service, and paper-
based.
Languages (determined The ESCI survey, feedback report, Translation of the ESCI-U survey
by demand) and group report are currently and feedback report into the
available in 39 languages. same languages as the ESCI is in
progress.
8 © Korn Ferry 2017. All rights reserved.Emotional and Social Competency Inventory – Research guide and technical manual
2.2 Sharing ESCI feedback
Certified practitioners are encouraged to use the following coaching framework when sharing ESCI
feedback:
Introducing the process: The participant and coach discuss how they will work together and contract
on important issues, e.g., confidentiality.
Setting the context: A discussion about the participant’s role, current challenges, and career and life
aspirations so that both understand what the participant hopes to gain from the feedback process.
Explaining EI: The coach supports the participant’s understanding of EI and the ESCI model.
Encouraging self-assessment: A discussion of the participant’s view of their own strengths and
development needs. The coach assesses the participant’s self-awareness and identifies any potential
blind spots.
Explaining the ESCI report: An explanation of the ESCI assessment and report format. A discussion
about the people whom the participant approached for feedback and the participant’s relationship
with them.
Exploring the data: The coach helps the participant make sense of their feedback data in relation to
the participant’s perceptions of their personal characteristics, the demands of their work contexts,
and the priorities of their roles. Discussing a participant’s ESCI feedback involves open exploration
and the testing of any hypotheses that the coach has formed when reviewing the data, in particular:
Any areas of surprise or concern at the summary level.
Any gaps between the participant’s self-assessment and raters’ perceptions (total others).
Any patterns surfacing in the responses of the different rater groups.
The potential reasons for different perceptions.
Any areas of detail that the participant wants to explore or that are critical to their role.
© Korn Ferry 2017. All rights reserved. 9Emotional and Social Competency Inventory – Research guide and technical manual
2.3 The ESCI feedback report
The ESCI feedback report provides an overview of the emotional and social competency model and
detailed descriptions of each competency.
It helps participants make sense of their feedback and form a judgment about its validity for them,
based on their raters’ familiarity with their behavior and the level of agreement between their raters.
It presents feedback data in a number of ways to support participants’ understanding of how they
demonstrate their emotional and social competencies:
• Competency profile: A summary of self and total others scores for each competency.
• Competency detail: Detailed competency scores, by rater group, with competency definitions.
• Item detail: A distribution of ratings, by rater group, for each ESCI item.
• Verbatim comments: Feedback, as written by raters, about a participant’s behavior and
performance.
Lee | Report generated on 10/4/2016 Lee | Report generated on 10/4/2016
ESCI competency profile ESCI item detail
The ESCI competency profile provides a summary of how all your raters observe you using the competencies. You can compare The following tables show how your raters responded to each questionnaire item. It indicates, item by item, where raters'
their perception with your self perception. perceptions of your behavior agree or differ.
Feedback report The bars on the 'Average rating' column represent the average item score for each rater group. The distribution of ratings,
with a column for each point on the rating scale, are shown to the right of the bars. The number in each column indicates
ESCI
Competencies Consistency of demonstration Total others the number of raters who rated you on that point. The left most column labeled with a * indicates the number of raters who
did not answer the question.
Never Sometimes Consistently
Rarely Often Self-Awareness cluster Emotional Self-Awareness
Self-Awareness Never - Consistently
# ITEM Rater group Average rating *
Emotional Self-Awareness 3.9
34 Able to describe how own feelings affect own Self 4.0 1
Emotional and Social Competency Inventory Self-Management
actions
Manager 4.0 1
People you lead 4.0 4
Name: Lee Achievement Orientation 3.2
Peers 3.8 1 3
Client: Sample Client Adaptability 2.7 39 Describes underlying reasons for own feelings Self 1
4.0
Emotional Self-Control 4.1 Manager 4.0 1
Date of report: 1/31/2016 People you lead 2 1 1
3.8
Positive Outlook 3.9
Peers 4.3 1 1 2
Social Awareness 41 Aware of the connection between what is Self 4.0 1
happening and own feelings
Empathy Manager 2.0 1
4.4
People you lead 3.8 2 1 1
Organizational Awareness 3.5
Peers 4.3 3 1
44 Shows awareness of own feelings Self 4.0 1
Relationship Management
Manager 4.0 1
Conflict Management 3.2
Lee | Report Lee | Report
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8 27
10 © Korn Ferry 2017. All rights reserved.Emotional and Social Competency Inventory – Research guide and technical manual
2.4 The ESCI group report
Introducing the ESCI across a team or group can amplify its impact. It is often easier for people to
develop their capabilities when others around them are doing the same, and an organization can
gain momentum when a number of employees build their understanding of the emotional and social
intelligence competencies together.
ESCI data can be reported across several participants using the group report. Complementing the
feedback report for individuals, the group report helps practitioners to identify overall strengths and
development needs so that appropriate development can be arranged across teams, business units,
or organizations.
Group report | Report generated on 12/20/2016 Group report | Report generated on 12/20/2016
Summary results Competency results by rater group
The summary results help you to understand the strengths and development needs of the group. The chart below based on the The charts below show how the group is perceived, overall, by the different types of raters listed. Use these charts to focus on
Total Others' scores represents the degree of consistency with which participants in the group demonstrate each competency. any perspectives that are particularly important to understand.
The dark blue bar shows the percentage of participants where the competency is seen as a strength in their individual report
Group report (with a competency score greater than or equal to 4.3). The light blue bar shows the percentage of participants who demonstrate
the competency sometimes or often (with a competency score between 3 and 4.3). The gray bar shows the percentage of
Total Others shows the average across all perspectives, excluding self ratings.
ESCI
participants who demonstrate the competency never or rarely (with a competency score less than 3).
A check next to a competency indicates that it is a strength across the group; 75% or more of the participants demonstrate the
Emotional Self-Awareness
competency as a personal strength. Recognizing how our emotions affect our performance. Percentage of participants
People who demonstrate this competency know the signals 0 25 50 75 100
n = 30 that tell them what they're feeling, and use them as an
Total Others 20 80
ongoing guide to how they are doing.
Self 53 33 13
Cluster/Competency Percentage of participants Strength
Emotional and Social Competency Inventory Manager 30 60 10
0 25 50 75 100
People you lead 30 70
Group report
Peers 30 63 7
Self-Awareness
Client: Sample Client Emotional Self-Awareness
Other 17 83
20 80
Date of report: 12/20/2016 Self-Management
Achievement Orientation
Achievement Orientation
20 80
Striving to meet or exceed a standard of excellence. People Percentage of participants
Adaptability 23 77
who demonstrate this competency look for ways to do things 0 25 50 75 100
Emotional Self-Control better, set challenging goals, and take calculated risks.
20 70 10 Total Others 20 80
Positive Outlook 30 70 Self 47 50 3
Manager 30 53 17
Social Awareness
People you lead 30 63 7
Empathy 20 80
Peers 30 57 13
Organizational Awareness 33 67
Other 17 63 21
Relationship Management
Conflict Management 27 70 3 consistently demonstrates (equivalent score 4.3 or above)
Group repor Group repor sometimes or often demonstrates (equivalent score between 3 and 4.3)
t | Repor t | Repor
t
gener ated t generated
Coach and Mentor
on 12/20 23 77 on 12/20 never or rarely demonstrates (equivalent score less than 3)
/2016 /2016
Influence
Item res 30 70
Highest
ults by co scoring ite
Inspirational Leadership
mpetenc 23 70 7
ms
Teamwork
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It shows
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consistently demonstrates (equivalent score 4.3 or above) Items that s scored shows the
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Item sometimes or often demonstrates (equivalent score between 3 and 4.3) ed repre this grou behaviors
sent thos p. These that this
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scored in ed by high group demonstrates
Tries to resolv 75 % or more participants demonstrate the competency consistently
reverse. est average most cons
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14 allowing Percent
© 2016 Richard Boyatzis, Daniel Goleman, and Korn Ferry. All rights reserved Resolves
conflict by it to fester 0 of participan
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© 2016 Richard Boyatzis, Goleman, and Korn Ferry. All rights
Allow s conflict
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in a situat 33 ipation of encouragin
to fester ion 100 everyone g Average
26 present Teamwork score Percentage
Tries to resolv 67 13 Understand of participan
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involved by openly the team s the values and ts
talking abou or organ culture of 4.2 50
t disagreem 17 60 7 ization Organizati
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open than the Positive
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agemen 70
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on-going 18 nt Orientation 30
mentoring Remains
32 or coach Percent calm in stress
Provides ing of participan ful situat 4.1 70
feedback 0 ions
others find ts Emotional
47 helpful for 50 52 Coaches Self-Contro 27
Personally their deve and ment l
invests time lopment 33
ors other 73
and effort 100 s 4.1
52 Coaches in developing 57 Coach and
and ment others 30 10 34 Mentor 30
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spend time 33 70 s gs affect
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66 others 32 Provides Self-Awaren 37
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their deve lopment helpful for
lopment 17 Coach and
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33 Indicates
indicates reversed 4.1 63
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30
60 3
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consistently consistently
demonstrates demonstrates
(equivalent or above (equivalent
score 4.3 )
sometimes score 4.3
or often demon or above sometimes
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strates (equiva score betweor often demonstrates
never or lent score en 3 and (equivalent
rarely demon between never or 4.3)
strates (equiva 3 and rarely demon
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less than lent score
3)
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16 10
© Korn Ferry 2017. All rights reserved. 11Emotional and Social Competency Inventory – Research guide and technical manual
3. The scientific foundation for the ESCI
The ESCI provides a behavioral measure of emotional and social
intelligence competencies. Developed for business and education
organizations, it achieves research level psychometric-based standards
(Boyatzis, Gaskin, & Wei, 2015). The ESCI database has grown from
4,000 to nearly 80,000 participants, from 42,000 to nearly 700,000
non-self raters, and from 270 to over 2,200 organizations. Based on
this growth, Korn Ferry Hay Group has updated the ESCI global norms,
reviewed its psychometric-based properties, and gathered the most
recent research.
3.1 The development of the ESCI
Korn Ferry Hay Group pioneered the understanding of work, organizational context, and the role of
human motivation, competencies, and self-image in performance and development. Our partnership
with Richard Boyatzis and Daniel Goleman provides ongoing research into the 360-degree
assessment of behavioral EI. This work has resulted in the Emotional and Social Competency
Inventory (ESCI).
Measuring competencies in preference to intelligence
Twenty years of research, initiated by McClelland in 1973 with his seminal article, “Testing for
Competence Rather Than for Intelligence,” led to an understanding that competencies provided a
reliable way of differentiating performance in a variety of organizations. This work was captured in
the Hay/McBer Generic Competency Dictionary (1985). It provided the basis for Boyatzis’ Self- and
external assessment questionnaires (Boyatzis, Cowen, & Kolb, 1995). These were developed to assess
the competencies of MBA and executive students against the generic model of management at the
Weatherhead School of Management, Case Western Reserve University.
Measuring emotional intelligence – Development of the ECI and ECI-U
Expanding upon Boyatzis’ well-established measure and Daniel Goleman’s Working with Emotional
Intelligence (1998), Boyatzis and Goleman developed a pool of items designed to capture the full
spectrum of emotional competencies. Together, with Hay/McBer consultants, they further refined
these items to form the Emotional Competency Inventory (ECI), drawing upon expert opinion and
prior studies to include developmental scaling and target levels (Boyatzis & Goleman, 1996/1999).
Target levels were established through a modeling process in which the behaviors of effective
and outstanding performers were differentiated. The levels of behavioral complexity that each
group demonstrated revealed “tipping points” along the competency scales. These points became
indicators of strength—target levels for those participants wanting to work toward high performance
across the ECI.
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, was compiled and analyzed. The result was
version 2 of the ECI (ECI-2) with robust psychometric-based standards for reliability, validity, and
factor differentiation (Boyatzis & Sala, 2004).
© Korn Ferry 2017. All rights reserved. 13Emotional and Social Competency Inventory – Research guide and technical manual
Table 2. Development of the ESCI
Key events in the development of the ESCI
1973 David McClelland’s seminal article, “Testing for Competence Rather Than for
Intelligence,” initiates interest into the research of competencies and their
application in organizations.
1982 Richard Boyatzis publishes The Competent Manager, an empirical approach
to identifying the characteristics which enable managers to be effective in
various management jobs.
1985 Hay/McBer’s Generic Competency Dictionary is first developed by Richard
Boyatzis et al.
1991 Richard Boyatzis develops a self and external assessment questionnaire for
use with MBA and executive students to assess managerial competencies.
1993 Signe and Lyle Spencer develop and document the generic competency
dictionary in their book Competence at Work.
1996 The Emotional Competence Inventory (ECI) is developed by Boyatzis and
Goleman, in partnership with Hay Group, measuring 22 competencies.
1998 Daniel Goleman’s Working with Emotional Intelligence draws on Boyatzis’
work and the Hay/McBer generic competency dictionary to identify core
emotional competencies.
2002 Ongoing testing, analysis, development, and validation results in version 2 of
the ECI, measuring a reduced number of competencies (18).
2007 Boyatzis and Hay Group consultants reconceptualize the ECI-2 as a
measure of emotional and social intelligence competencies. A review of all
competencies and items, along with factor analysis, lead to the Emotional
and Social Competency Inventory (ESCI) with a reduced number of
competencies (12) and a higher psychometric-based standard.
2009-2011 Ongoing item review, testing, and analysis of the ESCI.
2010 ESCI norms derived from a data set consisting of 4,014 participants, 42,092
raters, and 273 organizations.
2011 Version 2 of the ESCI launched with 12 competency scales and 68 items.
2016 ESCI norms updated from a data set consisting of nearly 80,000
participants, nearly 700,000 non-self raters, and over 2,200 organizations.
“ Emotional intelligence is important to job performance, physical and mental health, leadership
and job satisfaction… We find convincing evidence that EI is ‘the sine qua non of leadership’
”
(p. 45, Walter et al., 2001).
(Miao, Humphrey, & Qian, 2014, p. 33)
14 © Korn Ferry 2017. All rights reserved.Emotional and Social Competency Inventory – Research guide and technical manual
Measuring emotional and social intelligence – Development of the ESCI and ESCI-U
In response to the professional research community’s requirement for high psychometric-based
standards, Boyatzis and Goleman reconceptualized the ECI-2 as a measure of emotional and social
intelligence competencies (Boyatzis, 2006). They reviewed every item and competency scale,
applying factor analyses and revising them as necessary.
The resulting instrument, the Emotional and Social Competency Inventory (ESCI), was piloted
with a total of 116 participants and 1,022 raters in the US and the UK. The psychometric-based
standards achieved in the resulting statistical analyses provided reassurance that the ESCI focuses on
observable, recognizable, distinct, and concise behaviors (Boyatzis, 2007).
Subsequent detailed analyses to verify the scale and factor structure of the ESCI, with 5,700
participants and 62,000 raters, further improved the factor loadings (Boyatzis & Gaskin, 2010),
resulting in version 2 of the ESCI with slight changes to the items.
How the ESCI differs from the ECI-2
The outcome of these developments is that the ESCI is now Korn Ferry Hay Group’s recommended
instrument. It offers an even higher psychometric-based standard than the ECI-2, it is easier for
participants and raters to complete, and it provides feedback with greater insight and relevance to a
wider range of job roles and levels.
The ESCI continues to measure behavioral EI competencies, gather multi-rater perspectives, and help
participants understand the themes and messages in their feedback. However, because the ESCI and
ECI-2 differ in a number of ways, it is not helpful for participants to compare previous ECI-2 scores
with current ESCI scores directly.
The changes made during the development of the ESCI are as follows:
Survey items
The total number of items for the ESCI is 68, and for the ESCI-U is 70; the ECI-2 contained 72.
Each competency scale has five items and most have an additional reverse-scored item.
All items were reviewed and, where appropriate, rewritten to make them more concise and
understandable. The intent of each competency was written into each item to ensure that the
responder is answering the intended question and providing insightful feedback.
All the revised items were piloted.
© Korn Ferry 2017. All rights reserved. 15Emotional and Social Competency Inventory – Research guide and technical manual
Competencies
The ESCI contains 12 competencies, the ECI-2 contained 18. The ESCI-U has two additional
competencies: Pattern recognition and Systems thinking. Competencies that did not appear valid as
separate scales were merged, removed, or renamed:
Emotional self-awareness and Accurate self-assessment showed considerable correlation and
were merged. The label Emotional self-awareness captured the essence of the new competency.
Achievement orientation and Initiative showed considerable correlation and were merged. The
label Achievement orientation captured the essence of the new competency.
Self-confidence was removed for two reasons. First, it was not sufficiently distinguishable from
Achievement orientation. Second, it was considered that different cultural norms result in too
much variation in how Self-confidence is demonstrated by participants and observed by others.
Transparency was removed. It did not distinguish itself statistically, is difficult to observe and
assess, and has limitations in coaching and development settings.
Service orientation was removed because it was clear that it described the application of
Empathy to customers and clients.
Change catalyst was removed because it was highly correlated with Achievement orientation
and described its consequence.
Optimism was renamed as Positive outlook, better describing the behaviors expected.
Developing others was renamed as Coach and mentor, better describing the behaviors expected.
Competency strength
ESCI competencies do not have developmental levels, or levels of complexity, as they did in the
ECI-2. All ESCI items have the same value, or weight, and item scores are averaged to give an
overall competency score.
The ESCI asks raters to report how often a person demonstrates the behavior described in
each item. The feedback report provides an insight into the level of consistency with which a
competency is demonstrated.
The ECI-2 applied an algorithm, or formula, to indicate effectiveness based on the combination of
certain competencies. The ESCI does not use an algorithm so that participants and coaches are
free to decide which competencies are most important within a given role.
An ESCI competency is considered to be a strength when the total others score—the average of
all raters’ scores—is 4.3 or higher, meaning that the behavior is observed consistently.
The ESCI report allows participants to benchmark their scores against the global norm. The
scores of participants at the 25th and 75th percentiles are shown for each competency in the
feedback report.
16 © Korn Ferry 2017. All rights reserved.Emotional and Social Competency Inventory – Research guide and technical manual
For certified practitioners who are experienced in using the ECI-2, Table 3 compares the two
instruments and describes the benefits of the ESCI:
Table 3. Comparison of ESCI and ECI-2
ESCI ECI-2
Number of competencies 12 18
Number of items 68 72
Scoring Frequency of observed Level of complexity of observed
behavior: Never, Rarely, behavior: 1 to 4.
Sometimes, Often, Consistently.
Grouping of competencies Competencies clustered An algorithm generated
according to the four quadrants the clusters, within which
of the model, allowing the competencies were
participants to identify the complementary, compensatory,
behaviors that support their and alternate manifestations.
personal preferences, roles, and
work contexts.
Indication of strength Strength is indicated when A stretching target, appropriate
the “total others” score – the only to leaders and key talent.
average of all raters’ scores –
is 4.3 or higher, meaning that Strength was indicated by a
the behavior is observed participant’s achievement of
consistently. a mix of competencies at the
appropriate levels to meet the
algorithm criteria.
Psychometric-based standard Research standards of reliability Acceptable reliability and
and validity. validity. Some instability
between competency scales.
© Korn Ferry 2017. All rights reserved. 17You can also read
