ESCI

THE EMOTIONAL AND SOCIAL
COMPETENCY INVENTORY (ESCI)

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.
THE MEASUREMENT OF EMOTIONAL AND SOCIAL
INTELLIGENCE.
• The emotional and social competency inventory (ESCI) is a
360° survey designed to assess 12 competencies that
differentiate outstanding from average performers.
• 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.
THE EMOTIONAL AND SOCIAL INTELLIGENCE
COMPETENCY MODEL:
✓ Self-awareness ✓ Social awareness
Recognizing and understanding our own Recognizing and understanding the
emotions, captured in the competency: emotions of others:
• Emotional self-awareness • Empathy
✓ Self-management • Organizational awareness
Effectively managing our own emotions: ✓ relationship management
• Emotional self-control • Influence
• Achievement orientation • Coach and mentor
• Positive outlook • Conflict management
• Adaptability • Inspirational leadership
• Teamwork
THE COMPETENCIES MEASURED BY THE
ESCI
THE DEFINITION OF EACH COMPETENCY IS AS
FOLLOWS:
✓Self-awareness ✓Social awareness
• Emotional self-awareness: the ability to • Empathy
understand our own emotions and their
• Organizational awareness
effects on our performance.
✓Relationship management
✓Self-management
• Influence
• Emotional self-control
• Coach and mentor
• Achievement orientation
• Conflict management
• Positive outlook
• Inspirational leadership
• Adaptability
• Teamwork
THE EDUCATION VERSION OF THE EMOTIONAL AND
SOCIAL COMPETENCY INVENTORY (THE ESCI-U)
• SYSTEMS THINKING
• PATTERN RECOGNITION
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.
KEY EVENTS IN THE DEVELOPMENT OF THE ESCI:
• 1973 - david mcclelland’s seminal article testing for competence rather than
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 dictionary in
their book
• Competence at work.
• 1998 - daniel goleman’s working with emotional intelligence draws on boyatzis’
work and the hay/mcber generic dictionary to identify core emotional
competencies.
• 1998 - the emotional competence inventory (eci) is developed by boyatzis and
goleman, in partnership with hay group, measuring 22 competencies.
• 2002 - ongoing testing, analysis, development and validation results in version 2 of
the eci measuring with a reduced number of competencies (18).
• 2007 - boyatzis et al re-conceptualize the ECI 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 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 respondents and 273 organizations.
• 2011 - version 2 of the esci launched with 12 competency scales and 68 items.
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.
✓Collaboration: boyatzis and goleman collaborated with hay/mcber consultants to
refine the eci items, drawing on expert opinion and prior 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.
✓Data analysis: a sample of over 10,000 ecis was analyzed, providing insights into
emotional competencies.
MEASURING EMOTIONAL AND SOCIAL
INTELLIGENCE – DEVELOPMENT OF THE ESCI
✓Reconceptualization: boyatzis and goleman re-
✓Pilot testing: the new instrument, the ESCI, was
conceptualized the ECI as a measure of emotional and
piloted with 116 participants and 1,022 raters in the
social intelligence competencies in 2006.
US and the UK.
✓Review and revision: every item and competency
✓Psychometric standards: statistical analyses
scale were reviewed, revised, and made more concise
reassured that the esci focuses on observable,
through factor analyses to ensure they identified
recognizable, and distinct behaviors.
specific, understandable behaviors.
✓Removal of developmental levels: the removal of
✓Reduced competencies: the revisions resulted in
developmental levels allowed the esci to be applied
fewer competencies, reducing the count from 18 to 12.
more effectively in various work contexts, job roles,
✓Shift in measurement: the eci algorithm, based on and levels.
developmental levels, was replaced with a measure
✓Scale and factor structure verification
based on the consistency of behavior.
A CHOICE OF EI MEASURES:
HOW THE ESCI IS SCORED
• ESCI data is scored against a frequency range. Respondents are asked to assess
the behaviors captured within each item on a 5 point scale ranging as follows:
NEVER, RARELY, SOMETIMES, OFTEN, CONSISTENTLY
• Each rater perspective is scored equally and averaged across the relevant rater
group (i.E. Direct reports, peers, etc). The ‘total others’ score for each competency
is the average across all rater groups (except self). The ESCI also uses norm data,
allowing individuals to compare their scores to those of other participants.
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 to appreciate their strengths, to recognize how consistently they
do certain things and to identify what they can do to be even more effective.
• The esci accreditation program helps practitioners to gain a thorough

understanding of the assessment and the feedback report, and to experience
best practice in delivering esci data.
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 to appreciate their strengths, to recognize how consistently they do
certain things and to identify what they can do to be even more effective.
INTERPRETING THE ESCI FEEDBACK REPORT
The ESCI feedback report provides an overview of the emotional and social competency
model and detailed descriptions of each. It presents feedback data in a number of ways
to support participants’ understanding of how they demonstrate their emotional and
social competencies:
• Summary data: a summary of self and total others’ scores for each competency.
• Detailed data: detailed competency scores, by rater group, with competency
definitions.
• Item frequency reports: 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.
SHARING ESCI FEEDBACK
Accredited practitioners are encouraged to use the following coaching framework
when sharing ESCI feedback:
1. INTRODUCING THE PROCESS
2. SETTING THE CONTEXT
3. EXPLAINING EI
4. ENCOURAGING SELF-ASSESSMENT
5. EXPLAINING THE ESCI REPORT
6. EXPLORING THE DATA
RELIABILITY
• Reliability refers to the consistency or stability of observations and measures.
WHEN ASSESSING THE RELIABILITY OF SURVEY
INSTRUMENTS, TWO INDICATORS ARE TYPICALLY
PROVIDED:
1. INTERNAL CONSISTENCY - The average of the intercorrelations among all the
single test items.
2. TEST-RETEST RELIABILITY Refers to the stability of a measure over time.
VALIDITY
• Whether a test or assessment measures what it is
supposed to measure. Validity means whether the ESCI
accurately measures emotional intelligence.
1. Face validity: appearance matches content. Test looks relevant and
appears to measure what it's supposed to.
2. Content validity: content represents domain. Test covers all important
aspects of what it intends to measure.
3. Construct validity: measures intangible traits. Test accurately
measures abstract qualities or constructs like intelligence or personality.
4. Criterion validity: predicts outcomes. Test results correlate with
external criteria or outcomes, indicating its accuracy.
NORMS
• Are average scores derived from a large group. They help compare an individual's
emotional intelligence skills to the norm, providing context for their performance.

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THE EMOTIONAL AND SOCIAL

COMPETENCY INVENTORY (ESCI)

• The esci accreditation program helps practitioners to gain a thorough

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