MSCEIT

Accreditation
Workbook
 Discussion

Agenda

Analyse

Break

Reflection

Recap

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B
 Contents
CONTENTS

Section One 6 Section Six 31

THE HISTORY OF EMOTIONAL INTELLIGENCE 6 INTERPRETATION BASICS 31
BUSINESS CASE FOR EI 7 Section Seven 33
Section Two 9 INTERPRETATION IN DEPTH 33
BASIC EMOTION THEORY 9 PERCEIVING EMOTIONS 33
PRIMARY EMOTIONS 10 USING EMOTIONS 37

Section Three 13 UNDERSTANDING EMOTIONS 41

MEASURING EI 13 MANAGING EMOTIONS 45

Section Four 15 Section Eight 48

MSCEIT MODEL 15 INTERPRETATING PROFILES 48
ABOUT THE MSCEIT™ 16 Section Nine 55
MSCEIT™ FRAMEWORK 19 DEBRIEF FRAMEWORK 55
PERCEIVING EMOTIONS 20 DEBRIEF GUIDELINES 57
USING EMOTIONS 22 Section Ten 65
UNDERSTANDING EMOTIONS 24 CONSIDERATIONS WITH MSCEIT 65
MANAGING EMOTIONS 26 ETHICS AND OBJECTIONS 67
Section Five 28 Reading List 69
FEEDBACK - PART 1 28

© 2019 Langley Group IP Trust. All rights reserved MSCEIT Workbook 3

 “Get comfortable
with the
uncomfortable
emotions.”
Sue Langley

4
WELCOME AND BACKGROUND

Welcome to the MSCEIT Accreditation and thank you for deciding to join us to learn more
about the MSCEIT and how it can be used.
This course will take you through the tool and how to use the report, as well as understanding the basis behind Emotional Intelligence
(EI) and how the MSCEIT came about.

During the three days you will gain insight into all aspects of the tool as well as hands on practice in interpretation and debriefing the
report, ready for use as soon as you complete the programme.

The MSCEIT is a useful tool for exploring EI with clients to understand their ability and help explore how they may be able to use those
abilities more effectively. We hope you also learn something about yourself along the way.

I am privileged to have the opportunity to take you on this journey and to share some of the tools and techniques I have learnt. It is
about living an authentic life, getting the best out of yourself and others.

I look forward to getting to know you and being part of our small group here for the next three days.

Thank you for joining us, your journey begins now.

Inspire yourself to be the best you can be!

With kind regards,

Sue Langley
CEO

Langley Group

© 2019 Langley Group IP Trust. All rights reserved MSCEIT Workbook 5

 Section 1
THE HISTORY OF EMOTIONAL INTELLIGENCE

Elements of emotional intelligence have been around for a long time - if you go back to writings from ancient Greece, or Buddhist
literature you will find elements of EI and the focus on relationships and our abliity to self regulate as well as improve our social
interactions.

Thorndike, a noted psychologist, recognised something called “Social intelligence” in the 1920s which he described as “the ability to
understand and manage men and women, boys and girls, to act wisely in human relations”.

Since then the name most people associate with EI is Goleman, who popularised it in 1996 with his book “Emotional Intelligence”. Yet,
20 years earlier psychologists Mayer and Salovey were working on EI competencies and researching it in individuals.

Emotional intelligence, as coined by Jack Mayer and Peter Salovey, in 1990, is about our ability to perceive, use, understand and manage
emotions in ourselves and others. MSCEIT views EI as a distinct intelligence and the tool measures ability. It does not tell you whether
someone is using their ability.

Mayer and Salovey defined EI as: “The ability to monitor one’s own and others’ feelings and emotions, to discriminate among them, and
to use this information to guide one’s thinking and action.” (1990)

There are other models now and other definitions. Those models are either pure, or mixed (ie, including some personality elements).
Some are behaviour based, or trait based, or competency based. Over time the focus on EI has led to significant research and a
plethora of models and measures.

Make your own notes below on the history.

6
THE BUSINESS CASE FOR EMOTIONAL INTELLIGENCE

“Findings from this study support the conclusion of previous Sales consultants at L’Oreal selected on EI competencies outsold
studies in non­nursing literature that perfonnance level correlates salespeople selected on old selection methods by US$100,000
positively with emotional intelligence scores. Nurses in this with a 63% less turnover.
study demonstrated greater ability in emotional intelligence
Insurance sales agents strong in EI competencies had average
skills related to strategising with emotions than the skills related
policy premiums of $114,000 compared to agents weak in EI
to experiencing them. The highest branch scores were related
competencies with an average policy premium of $54,000.
to the skills of managing emotions and the lowest the skills of
perceiving emotions. Experienced partners in a multinational consulting firm were
assessed on EI competencies. Partners who scored above the
The findings of this study suggest that inclusion of emotional
median on 9 or more of the 20 competencies delivered $1.2
intelligence skills in nursing curricula, both in the academic
million more profit from their accounts than did other partners –
and clinical practice settings, may be important to retaining
a 139 percent incremental gain.
and supporting a resilient and thriving nursing workforce in the
future.”- Codier, 2006 An analysis of more than 300 top-level executives from fifteen
global companies showed that six emotional competencies
“Emotional management ability was positively correlated with
distinguished stars from the average: Influence, Team Leadership,
self-enhancing humor and trait cheerfulness, and negatively
Organisational Awareness, Self-Confidence, Achievement Drive,
correlated with trait bad mood. Ability to accurately perceive
and Leadership
emotions was negatively related to aggressive and self-
defeating humor. Positive humor styles and trait cheerfulness Research by the Center for Creative Leadership has found that
were positively correlated with various domains of social the primary causes of derailment in executives involve deficits in
competence, whereas negative humor styles and trait bad mood emotional competence. The three primary ones are difficulty in
were negatively correlated with social competence. Finally, the handling change, not being able to work well in a team, and poor
emotional management facet of EI was positively correlated with interpersonal relations.
several social competence domains.”
- Yip & Martin, 2005 One of the foundations of emotional competence - accurate self-
assessment - was associated with superior performance among
“By focusing on emotional intelligence, the team improved several hundred managers from 12 different organisations (From
customer service scores by over 17% and revenues by over 50%.” Freedman, 2007; Cherniss, 2003; Boyatzis, 1999; Spencer, L. M., Jr.,
– Government run IT business. 1997; Boyatzis, 1982)
For a Government department focusing on EI competencies led to Positive affect is critical to explaining outcomes that concern
revenue increase by 53% in the ‘02/’03 year ($235 mil to $359 mil) managers in organisations. Research shows impact on
and customer satisfaction improving to 4.71 out of 5 on an internal performance, decision making, turnover, prosocial behaviours,
customer satisfaction measure of top clients. negotiation and conflict resolution, group dynamics and
leadership. (Barsade & Gibson, 2007)

© 2019 Langley Group IP Trust. All rights reserved MSCEIT Workbook 7

 “An emotion occurs
when there are certain
biological, certain
experiencial, and certain
cognitive states, which all
occur simultaneously.”
John D Mayer

8
 Section 2
BASIC EMOTION THEORY

Emotions contain data. They provide information about stimuli in our environment or within
ourselves or between us and others.
Emotions are linked to our body and our brain. They are quick and occur automatically and usually without conscious thought. They can
impact and influence attention and thought. They can influence behaviour.

Emotional intelligence is all about harnessing these two aspects in order to ensure we are managing our own emotions rather than our
emotions managing us.

Remember when your body and brain lose communication, this is when our thoughts and behaviour may not be as effective. Just like
the survival instinct (fight, flight or freeze) the physiological reaction can take over.

When the pre-frontal cortex (the logical, intelligent system) is not talking to the limbic system (the instinctual, emotional centre)
effectively, we may behave emotionally without the intelligence or we may be logically accurate without considering the emotional or
people aspects.

Also, remember all emotions have energy behind them – sometimes high energy, like anger or excitement, sometimes low energy such
as sadness and serenity. Use the energy of your emotions effectively. Notice it then use it.

When we talk about feelings we are talking about “the physiological sensations of emotions”.

Emotions are different to moods which may be more ongoing and less reactive to stimuli or changes. Moods can be more pervasive.

Mood - no external Feelings =

Physiological Sensations
cause; “Noise”

Emotion - external
cause; signal

© 2019 Langley Group IP Trust. All rights reserved MSCEIT Workbook 9

 PRIMARY EMOTIONS

Primary Emotions Cues and causes

10
NOTES

© 2019 Langley Group IP Trust. All rights reserved MSCEIT Workbook 11

 “You know it
– do you do it?”
Sue Langley

12
 Section 3
MEASURING EI

Types and Methods of Measurement

Ability based Trait based

EI as a set of abilities EI as a set of traits
Similar premise to IQ Link to social / emotional
Ie. MSCEIT (Pure Model) Ie. EQ-i 2.0 (Mixed Model)

Competency based Behaviour based

EI as a set of competencies EI as a set of skills
Learned capability levels Demonstration of behaviour
Ie. ESCI (Mixed Model) Ie. Genos (Pure Model)

There are three methods for measuring EI:

• Self Report Example I am good at recognising how other people feel.

• 360 Degree Feedback Example: He is good at recognising how other people feel.

• Ability/Performance Example: His performance on this objective test suggests that he is good at recognising how others
feel

© 2019 Langley Group IP Trust. All rights reserved MSCEIT Workbook 13

 “Emotional intelligence is
the ability to monitor one’s
own and others’ feelings and
emotions, to discriminate
among them, and to use this
information to guide one’s
thinking and action.”
Salovey and Mayer, 1990

14
 Section 4
MSCEIT MODEL

Emotional Intelligence Defined

“Emotional intelligence is the ability to monitor one’s own and others’ feelings
and emotions, to discriminate among them, and to use this information to
guide one’s thinking and action”

Salovey and Mayer, 1990

Mayer Salovey Caruso Model

Perceiving Emotions Using Emotions

The ability to correctly identify how yourself The ability to create emotions and integrate
and others are feeling your feelings into the way you think

“What are you, and others, experiencing?” “How are these emotions directing
and infuencing your thinking?”

perceiving using
emotions emotions

understanding
emotions
managing
emotions

Managing Emotions Understanding Emotions

The ability to figure out strategies that use The ability to understand the causes and
your emotions to help you achieve a goal complexity of emotions

“How do you manage your, and “What caused these emotions?

others’ emotions?” How might they change?”

© 2019 Langley Group IP Trust. All rights reserved MSCEIT Workbook 15

 ABOUT THE MSCEIT™

In 1990, Mayer and Salovey published two The MSCEIT consists of 141 items that yield a total emotional
intelligence score, two Area scores, and four Branch scores. The
articles on emotional intelligence (EI). eight task-level scores are reported for research and qualitative
The first article (Salovey & Mayer, 1990) reviewed literature use only.
throughout the disciplines of psychology and psychiatry, artificial
The MSCEIT asks test takers to:
intelligence, and other areas, and concluded that there might exist
a human ability called emotional intelligence. • Identify the emotions expressed by a face or in designs.
• Generate a mood and solve problems with that mood.
The idea was that some people reasoned with emotions better
than others, and, that some people’s reasoning was more • Define the causes of different emotions. Understand the
enhanced by emotions than others. The companion article (Mayer, progression of emotions.
DiPaolo, & Salovey, 1990) presented the first ability model of EI
— a suggestion that emotional intelligence, measured as a true • Determine how to best include emotion in our thinking in
intelligence, might exist. situations that involve ourselves or other people.

Since then, Mayer, Salovey, and their colleagues refined their

model of emotional intelligence (see Mayer & Salovey, 1997), and Further reading on the ability model:
expended considerable efforts toward developing a high-quality
Salovey, P., & Mayer, J.D. (1990). Emotional intelligence.
ability measure in the area. The Mayer-Salovey-Caruso Emotional
Imagination, Cognition, and Personality, 9, 185-211.
Intelligence Test (MSCEIT) is the result of this theoretical and
empirical research. Mayer, J.D., & Salovey, P. (1997). What is emotional intelligence?
In P. Salovey & D. Sluyter (Eds.), Emotional development and
emotional intelligence: Implications for educators (pp. 3-31). New
MSCEIT IS BASED ON AN ABILITY MODEL OF EI
York: Basic Books.
In this model, emotional intelligence is viewed as consisting of
four separate components or branches.
SCORING THE MSCEIT
• Identify - the emotion(s) present
• Use - use the emotion to help you think and solve problems The MSCEIT is objectively scored. One reason why this is the case
• Understand - the causes of the emotion(s) is that emotions have evolved over time as a complex, adaptive
• Manage - the emotions to obtain a positive result signaling system.

Many theorists agree basic emotions have universal meaning -

MEASURING EI WITH THE MSCEIT universal across cultures and even across certain species.
Different definitional approaches to emotional intelligence have
also led to different measurement approaches. Please consult our
brief descriptions of some of these measurement approaches. CONSENSUS SCORING

The MSCEIT is an ability test of emotional intelligence designed for Consensus scoring is based upon the agreement of a large
adult ages 17 years and older. Normative data is from a sample of number of people. For example, if 70 percent of people felt that a
5,000 individuals. photo was of a very happy person, then the best answer for the
photo would be “happiness”.

16
Consensus scoring “works” because of the evolutionary and social
basis of emotion and its expression. In addition, a low score on
such a test would be achieved by those people who are “off” or
MSCEIT RELIABILITY
whose perceptions of emotion are so unique as to cause them
interpersonal problems. Internal Consistency

Internal consistency reliability for the MSCEIT V 2.0’s normative

EXPERT SCORING sample are reported in the table below for both scoring methods.
Even though emotions convey information about social
MSCEIT Reliability
relationships, we have developed an alternative scoring method
that relies upon expert judgment. In the expert method, emotions SCORE GENERAL EXPERT
experts determine which test answers are better, and which Total MSCEIT .93 .91
are worse. While our earlier test employed just two raters, the
Experiential Area .90 .90
MSCEIT’s expert scoring method employs 21 members of the
International Society for Research on Emotions (ISRE). Perceiving .91 .90
Using .79 .76
If the two scoring methods were to differ radically, we would be
faced with a major scoring issue. Fortunately, the two methods Strategic area .88 .86
yield very similar results, indicating that there are indeed better Understanding .80 .77
and worse answers on the MSCEIT.
Managing .83 .81
In general, experts tend to agree more with each other, and to
diverge from the general consensus, in those areas of emotional TEST - RETEST
intelligence where the body of knowledge is better developed
(i.e., perception and understanding). Brackett & Mayer (2001) found a test-retest reliability for the full-
scale MSCEIT V2.0 of .86, based on a sample of 62 people.

SIMILAR TO INTELLIGENCE TESTS? FACE VALIDITY

Those of you familiar with the Wechsler scales of intelligence will If a test appears to measure what it is supposed to measure, it
realise that some Wechsler subtests (e.g., Comprehension) also has face validity. One study explicitly examined the face validity of
utilise an expert scoring method. the MSCEIT in the workplace and concluded that “In general, the
MSCEIT has good face validity” Pusey (2000). We have additional
information on face validity of the MSCEIT for researchers as well
as for test-takers.
WHY TWO SCORING METHODS?

Multiple scoring methods have allowed us to determine whether

it is possible to create an ability test of emotional intelligence that
can be objectively scored. We need to demonstrate that there
are better, and worse, answers on such tests. Given the nature
of emotional information, we believe that there is adequate
justification for both a general consensus scoring method as well
as an expert method. Over time, however, it is likely that we will
move to a single scoring method.

© 2019 Langley Group IP Trust. All rights reserved MSCEIT Workbook 17

 ABOUT THE MSCEIT™

CONTENT VALIDITY press), in a sample of 97 participants, found correlations of .01 to

.16 (all nonsignificant) with the TMMS.
If a test’s items are systematically drawn from the areas that
the test is supposed to measure it is considered to have content NEO Personality Inventory - Salovey and colleagues (in press), in
validity. Remember that the MSCEIT is operationalising the ability a sample of 97 participants, correlated the MSCEIT V2.0 with the
model of emotional intelligence. Therefore, the MSCEIT should NEO PI and other scales. Its correlations were r = -.13 (ns) with
measure the ability to identify emotions in persons and objects; Neuroticism, r = .04 (ns) with Extroversion, r = .33 (p < .05) with
the ability to generate emotion and use it to solve problems; the Agreeableness, r = -.23 (p < .05) with Openness, and r = .25 (p <
ability to understand emotional causes and complexity; and, the .05) with Conscientiousness.
ability to manage emotion to enhance growth?

CONCURRENT VALIDITY

What does emotional intelligence, and the MSCEIT, predict?

FACTOR STRUCTURE
Contrary to the claims in the popular press, we are certain that
Factor analyses of the MSCEIT, based upon a sample of 1,985 emotional intelligence is not “twice as important as IQ”. Indeed,
test takers, are highly supportive of the four-branch model of we know of no psychological variable that is that powerful a
emotional intelligence. (Please ask us for a copy of our recent predictor. The MSCEIT will likely predict important outcomes, but at
manuscript, Modeling and Measuring Emotional Intelligence with levels that one usually obtains in psychological research.
the MSCEIT V2.0.)
There are a number of studies that are in the field, but those that
have been completed suggest that the MSCEIT offers additional
Discriminant Validity - If a test correlates at very high levels predictive validity for outcomes such as pro-social behavior,
with other tests, then it may lack discriminant validity. This type deviancy, and academic performance (see Mayer et al., 2002b).
of validity means that a test is measuring something relatively
We again remind researchers and practitioners that the applied
unique.
use of emotional intelligence tests must proceed with great
IQ - Salovey, Mayer, Caruso, and Lopes (in press), in a sample of caution.
97 participants, found nonsignificant correlations close to zero
between the MSCEIT V2.0 and (self-reported) Verbal and Math
SAT scores, as well as r = .15 (ns) with the Vocabulary scale of the
ADDITIONAL INFORMATION
WAIS-III.
These pages provide a simple overview, courtesy of David Caruso,
Emotionality - found an intercorrelation between the MSCEIT and
to introduce certain background concepts regarding the MSCEIT.
mood state of .08, ns, in a sample of 97 participants. BarOn EQ-i
Additional information can be obtained from the MSCEIT Manual.
- The correlation between the MSCEIT RV1.1 EIQ and the BarOn
EQ-i was .13 (ns) in a sample of 130 ethnically diverse students
(Pellettieri, 2001).

TMMS - The correlation between Trait Meta-Mood Scale (a scale of

meta-experience of mood; see Mayer & Gaschke, 1988; Salovey et
al., 1995) and the MSCEIT was .29 (p < .01) in a sample of 318 men
and women (Gohm and Clore, 2001). Salovey and colleagues (in

18
MSCEIT™ FRAMEWORK

TOTAL
Positive Negative Bias Score and Scatter Score

MSCEIT Overall Score

SUPPLEMENTARY SCORES

AREA
SCORES

Experiential EI Strategic EI

ABILITY
SCORES

Perceiving Using Understanding Managing

TASK
SCORES

Faces Pictures Facilitation Sensations Changes Blends Management Relationships

© 2019 Langley Group IP Trust. All rights reserved MSCEIT Workbook 19

 perceiving
PERCEIVING EMOTIONS emotions

This is the ability to accurately perceive emotions in oneself and others, as well as in objects,
art, stories, music, and other stimuli.
Emotions contain information about ourselves, other people and the world around us. They are a form of data.
We need to pay attention to emotions and be accurate in identifying how we, and others, feel.

managing
emotions

Image Expressed Feel

20
 perceiving
PERCEIVING EMOTIONS emotions

Perceived Emotion - Your Answer Primary Emotion - Actual Answer

1 1

2 2 managing
emotions

3 3

4 4

5 5

6 6

7 7

8 8

© 2019 Langley Group IP Trust. All rights reserved MSCEIT Workbook 21

 perceiving
emotions
USING EMOTIONS using
emotions

The ability to generate, use, and feel emotion as necessary to communicate feelings, or
employ them in other cognitive processes.
Our emotions influence both what we think about and how we think. If you are in a positive mood you will see things differently
than if you are in a negative mood. Emotional Intelligence is about intelligently choosing the appropriate emotion for the appropriate
situation.
understandin
g
managing emotions
emotions

HIGH ENERGY

NEGATIVE POSITIVE

LOW ENERGY

22
 perceiving
emotions
USING EMOTIONS using
emotions

The two tasks are Facilitation and Sensations. Consider how these questions are asked and
what they mean based on the activities we completed.
Facilitation - make your own notes below

understandin
g
managing emotions
emotions

Sensations - make your own notes below

© 2019 Langley Group IP Trust. All rights reserved MSCEIT Workbook 23

 anding
understtions
emo

UNDERSTANDING EMOTIONS g
managinns
e m o ti o

Understanding emotions involves the ability to understand emotional information; how

emotions combine, progress and change through relationship transitions. Understanding
emotions also includes knowing emotional definitions, the families of related emotions and
the causes of emotions.
This is about figuring out why we feel a certain way,and how these feelings change over time. If you understand emotions,
you can predict how an idea will be taken, how others might react to you, etc.

We need to pay attention to emotions and be accurate in identifying how we, and others, feel. Understanding emotions can help you
recognise the changes people go through and the complexity behind reactions. Emotions have universal triggers, as well as individual
triggers. Understanding the universal triggers and the emotional progression can at least give you clues as a leader.

Note the answers to the Intensity ladders below if you wish.

Primary Emotion Universal Trigger Intensity Ladder

24
NOTES

© 2019 Langley Group IP Trust. All rights reserved MSCEIT Workbook 25

 managin
MANAGING EMOTIONS emotio g
ns

Managing Emotions means being open to feelings and modulating them in oneself and others
to promote understanding and growth.
Emotions contain data and information, it is important to stay open to this information and use it to help make good decisions. It may
not always be good sense to go with a current feeling, better to return to it later. If we permanently suppress a feeling we will ignore
critical information.

26
NOTES

© 2019 Langley Group IP Trust. All rights reserved MSCEIT Workbook 27

 Section 5
FEEDBACK - PART 1

The MSCEIT can be a sensitive tool to use, as it deliberately delves into emotions. This is
wonderful, as you have the licence to talk about deeper, more meaningful things, yet if you
stick to emotions you will also be able to generate insight.
There are some general guidelines when you are debriefing a psychometric tool that apply to all tools, including the MSCEIT. These
include the simple things like rapport, questioning skills, privacy and confidentiality. Consider the envionrment where you are doing the
debrief - is it conducive to the outcome you are looking for?

A general structure for the first 15 minutes ideally needs to include the following:

• Ensure you create a warm, friendly, compassionate

Introduction and Rapport environment for the individual from the beginning
so they feel comfortable with you
• Normally 60 minutes, although can go longer.
Agenda Confirm you are going to be asking lots of
questions, and focusing on emotions
• The conversation is confidential, unless they
Confidentiality indicate they are going to harm themselves or
others, or do something illegal
• Now and then. How do they feel now? How
Feeling questions did they feel when they took the test? Listen for
emotion words
• Why are they taking the test? Explore the why
Context - Why? from a professional perspective, ie. part of a
leadership programme, and a personal perspective
• What outcome are they hoping for at the end of
Outcome the debrief? What are they hoping to get out of it
for themselves?
• What does EI mean to them? How would they
EI Knowledge define it? Get their take before reviewing the
definition in the report
• Explore the emotional spectrum questions, these
Emotion Questions are valuable for you to see if they can articulate
emotions as well as information for later

28
NOTES

© 2019 Langley Group IP Trust. All rights reserved MSCEIT Workbook 29

 “People in good
moods are better at
inductive reasoning
and creative problem
solving.”
Peter Salovey

30
 Section 6
INTERPRETATION BASICS

Standard Scores
It is undesirable to have a different benchmark for every ability or task score on the MSCEIT.

Standard scores are transformed “raw scores” that have the same mean (average) and standard deviation (spread of scores) for the
Total, Area, Ability and Task scores on the MSCEIT.

Mean = 100 and Standard Deviation = 15

Benefits

• You can compare scores across different MSCEIT scales

• You can compare MSCEIT scores with other instruments

• You can automatically tell where the test taker’s score is relative to the mean

Scatter Score
This score indicates how variable the test taker’s performance was across the eight task scores.

The mean Scatter Score is 100.

A score from 85 to 115 indicates average consistency across the tasks.

Lower scores (85 and below) indicate very consistent performance, whereas higher scores (115 and above) indicate that the test takers
performance varied quite a bit from task to task.

Positive Negative Bias Score

This score is based on the Faces and Pictures task results.

The score looks at whether the test taker has the tendency to view more negative or more positive emotions in these tasks,
independent of the actual emotions present.

In other words, did the person read negative emotions or positive emotions into these designs?

• Low score (85 or less)

• High score (115 or more)

© 2019 Langley Group IP Trust. All rights reserved MSCEIT Workbook 31

 “The miracle of your
mind isn’t that you
can see the world as
it is. It’s that you can
see the world as it
isn’t.”
Kathryn Schulz

32
 Section 7
INTERPRETATION IN DEPTH PERCEIVING EMOTIONS

Definition: Perceive
perceiving
emotions
This is the ability to perceive emotions in oneself and others, as well as in objects,
art, stories, music and other stimuli. This includes FACES and PICTURES.

FACES PICTURES

ABOUT THIS TASK: ABOUT THIS TASK:

In this task, you are asked to indicate how likely it is that each There is an emotion in art - whether it be a movie, a piece
emotion listed is present in their photograph. It measures your of music, a poem or a scene. The ability to correctly identify
ability to accurately identify how people feel based on facial emotions in others is related to the ability to identify emotion in
expression alone. objects as well. This task asks you to identify the emotions that
are conveyed by various pictures and designs. It is not asking
about your own, unique reaction to them.
BASIS FOR TASK:
managing
Social communications require accurate perception of content, as emotions
BASIS FOR TASK:
well as tone and non-verbal signals such as posture and facial
expression. This task measures a person’s ability to decode Some people wonder how landscapes or pictures convey emotion.
emotion when only facial expression is available. It is a very Yet, most people are aware that different textures, colours and
basic-level process. designs move us in different ways. Landscape photographs
likewise have textures, patterns and colours. Visual information
was, and is, critical to our survival.
A LOW SCORE ON THE FACES TASK MIGHT INDICATE:
• Not paying attention to emotions
A LOW SCORE ON THE PICTURES TASK MIGHT INDICATE:
• Overanalysing the faces, thinking of many explanations and
• They may not attend to emotions, particularly in objects or
emotions
their surroundings
• Positive or negative bias
• Concrete or practical thinking
• Unwilling to judge others, especially when there are negative
• A low comfort level in extracting emotions from art, objects,
emotions involved
music, textiles, colours & patterns

A HIGH SCORE ON THE FACES TASK MIGHT INDICATE:

A HIGH SCORE ON THE PICTURES TASK MIGHT INDICATE:
• Can quickly and accurately read people
• A strong sense of aesthetics
• Can label own and others’ feelings accurately
• A “good eye” and a sensitivity to cues in the environment
• Should trust initial or first impressions
• Should trust initial or first impressions (even if Pictures score is
higher than Faces - may have overanalysed the faces task)

© 2019 Langley Group IP Trust. All rights reserved MSCEIT Workbook 33

 PERCEIVING EMOTIONS – CASE STUDY #1

CASE 1: THE CASE OF THE MANAGER WHO MISREAD THE SITUATION

CLIENT: Michael, an executive coaching case. Michael worked for the NYC office of a major Japanese investment bank.

BACKGROUND: The head of HR referred the client with fairly vague referral issues, noting that Michael “did not play office politics well”.
As a result, his managerial duties were removed and instead, he returned to the trading desk full-time. At the same time, the client was
thought to be very skilled, and the bank did not want to lose him to a competitor, so the VP of this group asked HR what could be done
to help Michael.

OTHER INFORMATION: As part of the executive coaching process, Michael took several assessments, along with the MSCEIT. Personality
assessment revealed that he was a trusting person and tended to give people the benefit of the doubt. An optimist, he looked for the
good in others.

MSCEIT RESULTS: Michael scored in the high end of Competent on the MSCEIT. His Scatter Score was 112, suggesting that his Total score
might not be a good estimate of his overall EI. Therefore, we needed to examine his ability and task scores. His lowest score, in the
Improve range, was for Perceiving Emotions, and this was mainly due to an extremely low score on the Faces task. He was expert at
Understanding emotions, skilled at Using emotions and competent at Managing emotions. He also had a high (positive) Bias score.

34
I discussed the MSCEIT with Michael, wondering whether he misread the instructions, and clearly he had not. So, his score on Faces
could be valid. I used coaching questions to explore this issue. Michael noted that he felt very uncomfortable making judgements about
people and their emotions noting: “I really don’t know how the person feels”, “it is possible that the person with a bit of a frown was not
sad, but who am I to say?” He really did not want to be judgmental about people, and given his inclination to see the best in others,
rarely ‘saw’ negative emotions in others.

Given his ability to empathise with others (Use emotions) and understand the causes of emotions (Understand), we leveraged his
analytical ability to teach him to best read people. First, get him to focus on his own feelings (using the Energy Chart) and then labelling
the feelings using his extensive emotion vocabulary. Next, using pictures of emotions to teach him the basic expressions. He watched
videos on mute to guess how people felt. He observed people around the office and started to see it as a puzzle to be solved, which
appealed to his keen intellect.

We talked about looking for a mismatch between what people say and how they say it – that is, that how a person feels about an idea,
trade or meeting will be revealed more by their tone and face than by their words. We discussed his high Bias score and although he
thought he was not imposing himself on others, he actually was imposing a positive bias on his emotional perceptions and this caught
his attention.

All of this work only got him so far, so he tried a simple remedial strategy: to ask people “how are you?” and to get specific, such as by
asking “are you okay with the direction of this project?”, “are you completely satisfied with the meeting?” and so forth. It was a great
strategy and worked well for Michael.

OUTCOME: Michael’s management responsibilities were returned to him. Apparently, his poor ‘political skills’ were really his difficulties
with reading people and not attending to subtle emotional cues.

© 2019 Langley Group IP Trust. All rights reserved MSCEIT Workbook 35

 “True compassion
means not only
feeling another’s pain
but also being moved
to help relieve it.”
Daniel Goldman

36
 perceiving
emotions
INTERPRETATION IN DEPTH USING EMOTIONS using
emotions

Definition: Use
The ability to generate, use, and feel emotion as necessary to communicate feelings,
or employ them in other cognitive processes. This includes FACILITATION and SENSATION.

FACILITATION SENSATIONS understandin

g
managing emotions
emotions
ABOUT THIS TASK: ABOUT THIS TASK:

How people feel influences how they think and make decisions. You are being asked to identify or describe the direction and
This set of questions measures your ability to determine how degree of your feelings, using the continuum provided. Although
different moods impact thinking and decision making. it may seem unusual, one of the best ways to describe your
internal feelings is to compare them to other sensations.

BASIS FOR TASK:

BASIS FOR TASK:
There is a large body of emotions research on how emotions
influence perception and judgement. People in different moods Published research suggests that this task is related to the ability
see and decide in part based upon that mood. Emotion and to feel what others feel. That’s because primary emotions are
thought are intertwined, and decision making does not, and accompanied by a set of physiological changes and reactions.
cannot, occur in the absence of emotion. Anger has a very different set of physiological changes associated
with it than does happiness. If you are able to actually generate
an emotion you should be able to also generate some of these
LOW SCORES ON THE FACILITATION TASK MIGHT
same physiological reactions.
INDICATE:
• A tendency to get the job done, no matter what
LOW SCORES ON THE SENSATIONS TASK MIGHT
• A preference to be completely logical and come to conclusions INDICATE:
without the help of emotions
• Not knowing how feelings influence thinking • Blocking out emotions or difficulty in processing them
• A practical and concrete approach, may have difficulty
imagining things
HIGH SCORES ON THE FACILITATION TASK MIGHT
• Reacting to others in a more thoughtful manner
INDICATE: • A cognitive approach to feelings
• An understanding of the link between moods and thought
• The potential to be a good coach, charismatic leader HIGH SCORES ON THE SENSATIONS TASK MIGHT
• Using the right emotions to focus on what is important INDICATE:
• That this person can feel what others feel and have emotional
empathy for others
• Being “in tune” with physiological changes and reactions that
emotions can produce in the body
• A large depth of feeling and a potentially rich emotional life

© 2019 Langley Group IP Trust. All rights reserved MSCEIT Workbook 37

 USING EMOTIONS – CASE STUDY #2

CASE 2: THE CASE OF THE IT MANAGER WHO DID NOT USE EMOTIONS

CLIENT: Jean was an executive coaching client working for a large hospital corporation. She was a mid-level manager for IT in one of the
hospitals.

BACKGROUND: The IT organisation as a whole was undergoing some organisation development work. A large, complex and
highly visible project was well behind schedule and projected to be significantly over budget. The project leader was thought to be
ineffective and the recommendation was made to name Jean as the new project leader. The forward-thinking head of IT, who had
good experiences with coaching and development, decided that Jean should receive coaching as she stepped into this new and very
demanding role.

The project was on e-commerce and was critical to the operation of the hospital – it involved millions of development dollars and would
be responsible for billing of hundreds of millions of dollars annually. The team was a mess. People pointed fingers, blamed each other
and were expert at shirking off responsibility. There was little communication, people did not buy-in to the big picture and still were
spending time taking shots at the project and each other. Team meetings were nasty. Jean was injected into this situation.

OTHER INFORMATION: Observing Jean in one of the team meetings it was clear the tone was extremely negative, sometimes overtly
so, yet mostly, was observable in more subtle ways. Jean was very low key and she delivered project updates in a low-key manner. She
was good at delivering the bad news: the overruns, the setbacks; yet she did not generate much interest or enthusiasm. The comments
and remarks by team members suggested that they felt trapped in the team, that they had no say in matters. There was little sense of
team, and little emotional connection with the project.

MSCEIT RESULTS: Overall, Jean scored in the Skilled range on the MSCEIT. She was Competent at Perceiving emotions, and Skilled at
Understanding and Managing emotions. Jean scored in the Consider Developing range for Using emotions.

38
I had a tough time explaining the model to her. So, I used an IT analogy and noted that she was inputting data (Perceive) yet rather than
fully leveraging and processing the data (Use), she skipped right to analysing the emotion data and then integrating it. The processing
she missed was matching the emotions to the task, that is, were the emotions supportive of the task. She got this right away allowing
me to move into a coaching mode. We discussed the role of emotions on thinking and decision making, again using the Energy Chart at
first and discussing the sorts of processing that each quadrant facilitated (thus, the full name of this ability, Using Emotions to Facilitate
Thinking).

She used the model to read the group and determine whether the mood of the group would facilitate the task at hand, and if not, her
role was to help alter the group mood. This required a few sessions – as she felt somewhat uncomfortable with the process. So, we
worked on story telling where she recalled an emotion she felt and she told the story about it. Role playing and modeling were also
effective. She was never great at this, yet she got better and became “good enough” to make a difference.

OUTCOME: The head of IT reported back to us that team meetings worked a lot better and the infighting stopped. In fact, the meetings
and project became a much more positive place to be! The schedule was revised and they got back on track, delivering the prototype
on time and on budget.

What was really interesting, and this is common, is that Jean said that the results and coaching were very helpful to her at home, as she
felt that she was better able to connect with her family.

© 2019 Langley Group IP Trust. All rights reserved MSCEIT Workbook 39

 “The quality of
your emotions
directly affects
the quality of
your life.”
Sue Langley

40
 anding
understtions
em o
INTERPRETATION IN DEPTH UNDERSTANDING EMOTIONS

g
managinns
em o ti o

Definition: Understand
Understanding emotions involves the ability to understand emotional information; how emotions
combine, progress and change through relationship transitions. Understanding emotions also includes
knowing emotional definitions, the families of related emotions and the causes of emotions. This
includes CHANGES and BLENDS.

CHANGES BLENDS

ABOUT THIS TASK: ABOUT THIS TASK:

This section measures your ability to understand how emotions Emotions are complex, and people can experience a combination
change and alter over time. These test items are multiple-choice of different emotions. This multiple choice section taps your
questions. knowledge of complex emotions people may experience.

BASIS FOR TASK: BASIS FOR TASK:

Emotions have their own moves, just like pieces on a chess board. Just as emotions follow a set of moves, there are simple
Emotions arise from certain causes, and they develop and change and complex emotions. Emotions theory might not specify
in a set way. This task measures your knowledge of emotions and combinations of emotions with the accuracy of chemistry, but we
how they change and develop. know a lot about how simple emotions combine to form more
complex and sometimes subtle emotions.

LOW SCORES ON THE CHANGES TASK MIGHT INDICATE:

LOW SCORES ON THE BLENDS TASK MIGHT INDICATE:
• Outcomes of interations may surprise this individual (i.e., they
were unable to predict someone’s reaction). • A limited emotional vocabulary

• They may have difficulty understanding how emotions change • Difficulty in differentiating between the nuances of emotion
over time
• That this individual may struggle to put exact words to the
• That emotional “what-if” analyses are not conducted or the emotions they are experiencing
wrong emotions are predicted

HIGH SCORES ON THE BLENDS TASK MIGHT INDICATE:

HIGH SCORES ON THE CHANGES TASK MIGHT INDICATE:
• A strong emotional vocabulary and an ability to find just the
• A solid understanding of emotions and their causes right word to describe feelings

• The ability to predict what will happen next in terms of how • Emotional insight into people
people will feel in a given situation
• Others are likely to recognise the insightful nature of these
• A solid understanding of how emotions can change over time individuals

© 2019 Langley Group IP Trust. All rights reserved MSCEIT Workbook 41

 UNDERSTANDING EMOTIONS – CASE STUDY #3

CASE 3: THE CASE OF THE MISUNDERSTANDING PRESIDENT

CLIENT: This case began as an Organisational Development client with Robert, the president of a business unit as the sponsor of the
consulting work. The president then wanted to look at career options and took a complete career assessment, including the MSCEIT. We
determined that Robert should stay in his role and then began to coach him on ways to better enjoy the role.

BACKGROUND: It turned out that the president’s interest in looking at his organisation was due to a problem he had with his top
salesperson, Bill, and with his CEO, George. Bill was a classic sales guy, in a business that was very sales-driven and quite old-fashioned.
Bill entertained his clients at “gentlemen’s clubs”, bars, restaurants and golf courses. As a result, the expense reports were both unusual
and large. Problem was, accounting kept hounding Bill for receipts and he never could find all of them. Accounting was sure that Bill
was fabricating the expenses, which sometimes ran into thousands of dollars. As for George, the CEO, the situation was even worse. He
had an apartment near the company’s headquarters and would often take very long lunch breaks. These “lunches” included his assistant
who was not known for her extraordinary administrative skills. George’s behaviour in the past resulted in a lawsuit and an out of court
settlement for sexual harassment.

Each time Robert, the president, confronted Bill and George they promised that they were reformed and had stopped engaging in the
behaviour. And each time they were lying, or at least reverted to their problem behaviours. Even stranger was the fact that Robert was
surprised with each transgression. When Bill, the salesman, bought a new house in a very nice area, Robert was aware that Bill’s base
pay could not cover the mortgage. What was Robert’s blind spot?

MSCEIT RESULTS: Robert’s MSCEIT found that he had significant strengths in emotional intelligence. His Understanding emotions score
was an outlier, with the Consider Developing score the result, for the most part, of a very low score on the Changes task.

42
This was an extremely helpful insight in our work together, as it provided me with a hypothesis as to the origin of Robert’s emotional
blind spot.

Robert did not conduct an emotional analysis to help him, such as: “Bill has a history of cheating on his expenses. He promised to stop.
Each time, he has continued. He promised recently to stop after I warned him that this was the last warning. Yet now he has a huge
cash flow problem. Therefore, feeling stressed and pressed for money, is it likely that Bill will renege on his promise to me and cheat
once again?” Robert did not do this emotional understanding, instead, he told me that “Bill promised to stop and I have to believe that”.
Incredible. The same was true with the CEO situation. Robert did not follow the emotional breadcrumbs.

The feedback and coaching work with Robert was simple and straightforward. I shared the results with him and asked is it “possible”
that Bill will cheat again? Is it “possible” that George will go back on his promise to stop his philandering? I helped Robert to see
multiple perspectives by tapping into his general analytical ability. He began to conduct emotional what-if analyses, although each time
he would note “I don’t think he’s cheating again, yet it is possible from an EI perspective!” That was good enough for me.

OUTCOME: Although the Organisational Development (OD) and coaching work was successful, and Robert fired Bill and forced George
out, this really only happened through further coaching on my part. I am not proud of work that results in people losing their job,
yet in this case, the financial situation was quite dire and when Robert told me that the whole company – all divisions – and the 220
employees could go under, I was more direct with him. I asked him to do a what-if analysis, only this time, what if Bill and George stay
and bankrupt the organisation? What will happen to the other honest, hard-working 218 employees? So, Robert made his moves.

At the same time, he also committed to the job rather than switching careers. His high Using Emotions score, suggestive of high
emotional empathy, and maybe a dash of creativity, needed to be put to use. Rather than quit, Robert started a company newsletter
that he distributed to his clients. Soon afterwards, I gave an OD climate survey. The results were high, and Robert himself received
glowing reviews from employees.

© 2019 Langley Group IP Trust. All rights reserved MSCEIT Workbook 43

 “Human beings are works in
progress that mistakenly think
they’re finished. The person you
are right now is as transient, as
fleeting and as temporary as all
the people you’ve ever been.
The one constant in our lives is
change.”

Daniel Gilbert

44
 managin
INTERPRETATION IN DEPTH MANAGING EMOTIONS emotio g
ns

Definition: Manage
Managing Emotions means being open to feelings and modulating them in oneself and others to
promote understanding and growth. This includes MANAGEMENT and RELATIONSHIPS

MANAGEMENT RELATIONSHIPS

ABOUT THIS TASK: ABOUT THIS TASK:

There are different ways to cope with situations. Some strategies Emotional Relationships tests your ability to get to a certain
are more effective than others, and this task measures a person’s emotional outcome in social situations
ability to select effective emotional strategies

BASIS FOR TASK:

BASIS FOR TASK:
There are better and worse ways to handle other people. We
There is a good deal of research on emotion management and have a good knowledge base of what is effective in determining
regulation. Some actions, while common or popular, simply don’t certain outcomes, and what doesn’t work that well
work that well.

A LOW SCORE ON THIS TASK MIGHT INDICATE:

A LOW SCORE ON THIS TASK MIGHT INDICATE:
• A very rational or matter of fact approach to people problems
• A tendancy to ignore emotions in oneself
• That emotional signals and data are not attended to when
• That certain feelings are repressed assisting others

• This individual may not utilise the widom or the data that is • An unwillingness to “get involved” with people problems.
included in feelings

A HIGH SCORE ON THIS TASK MIGHT INDICATE:

A HIGH SCORE ON THIS TASK MIGHT INDICATE:
• Data in feelings and emotions is leveraged in order to make
• Potential to integrate emotions and thought solid decisions for others

• Open to experiencing all sorts of emotions, even those that are • A willingness to help other people process feelings in order to
unwanted or uncomfortable better assist them

• A willingness to solve conflict rather than avoid it

© 2019 Langley Group IP Trust. All rights reserved MSCEIT Workbook 45

 MANAGING EMOTIONS – CASE STUDY #4

CASE 4: THE CASE OF THE SYDNEY BLUES

CLIENT: The client is Jerry, a manager of a back office operation for a financial services firm. Jerry was a superb manager, well
respected and liked, and a person who got things done, all in an environment with zero tolerance for error.

BACKGROUND: He and his team were based in Sydney and he was asked to move a third of his team to Melbourne. As a tech-heavy
group, the move made lots of sense as they were going from an older building that could not support their tech needs to a brand new
building designed with their group in mind. People were excited and looked forward to the move. Jerry was staying in Sydney and his
2IC was heading to Melbourne.

After about a week the 2IC calls Jerry and chats in general about things, which was a bit unusual. Plus, they joked about a ‘sick building’
yet the tone and words were off. (A sick building refers to an environment with new building materials that give off odours or chemicals
making people ill.)

How do you think the 2IC is feeling?

Jerry picked up on these feelings of worry and anxiety and sent engineers to test the air, finding no problems. Jerry has shown he can
accurately perceive emotions.

Yet other problems arise – they seem trivial, such as complaints about the lack of parking spots and having to fill out new Victoria tax
forms. Unlike some managers, Jerry takes the concerns seriously and solves problems. He calls the building manager and says: “Hey,
pal, we need more parking passes.” Not getting anywhere he continues to push, using emotions to get the building manager onboard
and gets the passes. Jerry shows he can Use Emotions to facilitate thinking – he shifts his attention to the problems to be solved.

What do you think the underlying issue is?

46
Jerry picks up that it is more than just car parks, taxes or sick buildings. He understands it is more to do with change.

MSCEIT RESULTS: Jerry scores well on Perceive, Use and Understand emotions. His score on Managing emotions is in the Consider
Developing category. His boss suggests coaching which Jerry is against as he feels he should be able to handle things and fix them.

How do you think Jerry feels? How might he show up to his coaching session?

How could his mood be impacting his ability to manage the issues?

What would you do to help Jerry manage emotions more effectively?

OUTCOME: Jerry implements the ideas and things go quite well. Yet, and this was the real case, his boss never praised Jerry, or the
coach, for turning things around. Instead, the mark of success was the boss’s lack of complaining!

© 2019 Langley Group IP Trust. All rights reserved MSCEIT Workbook 47

 Section 8
INTERPRETING PROFILES

Profile #1 - Wily-E Coyote

Profile #2 - The Thinker

48
Profile #3 - The Survivor

Profile #4 - The Illusionist

© 2019 Langley Group IP Trust. All rights reserved MSCEIT Workbook 49

 PROFILES

Profile #5 - Perceiving Emotions

Profile #6 - Using and Understanding Emotions

50
Profile #7 - Using and Managing Emotions

Profile #8 - Managing Emotions

© 2019 Langley Group IP Trust. All rights reserved MSCEIT Workbook 51

 PROFILES

Profile #9 - Managing Emotions

52
Profile #10 - MSC Overview

© 2019 Langley Group IP Trust. All rights reserved MSCEIT Workbook 53

 “When we show up fully,
with awareness and
acceptance, even the
worst demons usually
back down. Simple.”
Susan David

54
 Section 9
DEBRIEF FRAMEWORK

You probably have your own structure for coaching. Below are some key things that need to
be included in the first few minutes of a debrief.

• Ensure you create a warm, friendly, compassionate

Introduction and Rapport environment for the individual from the beginning
so they feel comfortable with you
• Normally 60 minutes, although can go longer.
Agenda Confirm you are going to be asking lots of
questions, and focusing on emotions
• The conversation is confidential, unless they
Confidentiality indicate they are going to harm themselves or
others, or do something illegal
• Now and then. How do they feel now? How
Feeling questions did they feel when they took the test? Listen for
emotion words
• Why are they taking the test? Explore the why
Context - Why? from a professional perspective, ie. part of a
leadership programme, and a personal perspective
• What outcome are they hoping for at the end of
Outcome the debrief? What are they hoping to get out of it
for themselves?
• What does EI mean to them? How would they
EI Knowledge define it? Get their take before reviewing the
definition in the report
• Explore the emotional spectrum questions, these
Emotion Questions are valuable for you to see if they can articulate
emotions as well as information for later

© 2019 Langley Group IP Trust. All rights reserved MSCEIT Workbook 55

 “Staying emotionally
agile requires us to find
the equilibrium between
overcompetence on
the one hand and
overchallenge on the
other.”
Susan David

56
DEBRIEF GUIDELINES

Introduction: Briefly explain the context and what will be covered

EXAMPLES INCLUDE:
• A discussion around EI

• Talk about the tool itself

• Interpret the model

• Review the report and your results

• Reflect on how your results play out in everyday life

• To answer any questions you may have

• To prepare them for the programme (if there is one)

Explain this debrief is 100% confidential. “The only thing I will ask you at the end of the call is to think about the actions / changes that
you are going to focus on moving forward.“

SOME EXAMPLES OF INITIAL QUESTIONS:

• Have you been involved with EI before?

• Have you had a chance to review your results?

• What is your understanding of EI?

• What is your role within the team?

• What are some of your professional goals?

• How did you feel about your results?

Priming questions around emotions can help set the scene and provide you with rich information for later in the discussion (see below).
Make notes about their responses as these answers may become the filter for coaching and actions. The reasons you are asking these
questions is firstly to see how their ability to recall and articulate emotions (awareness and understanding) reflects their results and
also to focus them on emotions (the limbic system) not necessarily tasks (the pre-frontal cortex). It may also provide you with great
examples to draw on later:

• Please cast your mind back to when you did the test itself, how were you feeling? (You will often get events / tasks, not emotions,
so may need to gently push for some emotional words)

• So how are you feeling now?

• Imagine the spectrum of emotions, ie. neutral in the middle, and the extremes of rage, depression or ecstasy. Which do you find
challenging to deal with in yourself? In others?

• Thinking about the negative emotions, which do you find you can bounceback from quicker? What about those you can help others
deal with easier?

© 2019 Langley Group IP Trust. All rights reserved MSCEIT Workbook 57

 Explain a little about the MSCEIT tool
• It is a self-awareness tool to indicate your current ability of EI PAGE 5
and challenge you into action. It is designed to encourage you
to think about areas to improve and learn more about yourself Looks at what the report does and doesn’t measure. The hierarchy
and the impact of your emotions. shows the eight task scores, which relate to the eight areas of the
• It is a unique tool in that it is the only abilities base, pure EI test. Explain how the model works with each task score leading
test. up to an Ability Score, which links to Experiential or Strategic and
• Always mention there are no good or bad emotions, it’s the up to the overall score. It also introduces the iceberg analogy
behaviour that follows that can be seen as appropriate or recognising the link between self awareness and understanding
inappropriate. Expand on this with examples if they haven’t emotions
understood.
• You can mention the Johari window if this is something you PAGE 6
use.
This page introduces the style of questions and the iceberg
analogy. Recognising that EI is one part of who we are amongst
Getting into the report: other things such as personality, values, beliefs, culture, etc.
Emotions are a layer over these things, for instance, an extravert
May want to mention some or all of the following points:
in a positive, happy mood will behave differently than when they
• The first 6 pages are summary and generic pages are in a melancholy, down mood. Emotions shape our behaviour,
• You are not going through everything word for word thinking, decisions and performance.
• Some pages we will touch on more than others, depending on
their questions and time
PAGE 7
LET’S START FROM PAGE 3…. Reviews the results in context of the categories. You may want
to talk about the bell curve of results and how the general
Explain the model population fall into competent. With people that tend to be a little
more competitive or disappointed in their results I may give a
• Perceiving emotions – being able to recognise emotions in little analogy in relation to tennis:
yourself, in other people and the environment
• Using emotions – this is where our cognitive processes begin • Expert – Roger Federer – in that he trains for hours each day,
where we are integrating emotions into the way we think. he plays almost every day and he is considered a worldwide
How we can consciously shift, change or access different expert
emotions when we choose to • Skilled – Club player – they train regularly, play weekly, win as
• Understanding emotions – understanding the complexity of many as they lose
emotions. Looking at the triggers and causes of emotions • Competent – they know the rules, and play regularly and have
• Managing emotions – this is the way we react and respond, the right tools. They can play well with family and friends
resolving emotions with strategies, interpersonal skills and • Consider Developing – they understand the game and perhaps
decision making have a hit with the kids occasionally yet really don’t know all
the rules and probably aren’t competent enough to play the
PAGE 4 family games well.
• Improve – have not really played much and don’t really
Expands on the above (if they haven’t already read the report understand the rules to play a proper game.
refer them to read at their leisure)

58
PAGE 8 Some good questions as you go through the report:

The total score as it is an overall comment and will be expanded • How does this relate to you?
on through the sections. Check the time and depending what • How do you feel about that comment?
they have mentioned before will gauge how they worked through • How have you used this in the past?
it. For example if they have spent 90 minutes on it, did they • How will this change you in the future?
analyse every question or did they get disturbed through the test • How does this affect your behaviour?
and took longer. • How will you use this awareness?

The positive-negative bias score - the ideal is to be close to 100, PAGE 10 PERCEIVING EMOTIONS
indicating no bias. Discuss the impact of having a bias one way or
the other and see how this may play out for them. Getting them Common themes:
to be aware of how they may need to take into account their bias • Review the consistency of when they pay attention to
when perceiving emotions. emotions. eg. more at work than home, more in meetings
than at their desk, with team rather than peers, when
The scatter score is an indication of the consistency across the
facilitating rather than one on one, with myself rather than
eight task scores. Give an example of performance across the
others etc…
tasks – if all the scores were aligned the scatter score would be
• Do they focus more on the situation / event than the
lower, if one score was 40 and another was 140 then the scatter
emotions?
score would be higher.
• Do they find some emotions easier to recognise than others?
• Do they find some people easier to read than others?
PAGE 9 • Do they add their own context to how they think people are
feeling?
The graphical summary of their results. Sometimes I will explain
• Do you read faces or add other cues when perceiving
that the total score is made up of the four ability scores and the
emotions?
coloured coded subtasks on the second graph link to each of the
• Do they use their instincts?
ability scores. I mention the scores are not averages, they are
Facilitate discussions around their answers with the intention of
weighted. Usually the only question I ask here is “How did you
building their self-awareness.
feel when you saw these results?” With the intention of knowing
what to focus on when going through each section.
PAGE 11
Ask if anything stood out or surprised them on this page and
make a note to expand on and put in perspective when we get to Ask how they felt about these tasks. Often body language or
that section. tone of voice will come up here so mention the reasons for
facial recognition versus other cues, ie the face being accurate
Now we will get into each section. As you will see there is a in showing emotions due to involuntary muscles and micro-
section for each of the four abilities with a page for the ability expressions (Ekman work)
scores, a page for the task scores and two pages for help with
improving skills. There are a few themes as we go through. The pictures task is often one that causes some confusion
• Focus on the top statements and get their thoughts / feelings although with a good discussion and examples it is easy to see
around what it means to them. how people change a perspective on this. Ask them how they
• Ask questions, preferably different to those listed, although feel in two different environments so they see how instantly they
linked feel different in a different place, ie a jail cell versus the beach.
• Ask about the impact of their awareness This is often confused in that people want to work out how they
feel as opposed to what is expressed by the picture. Talk about
• What have they learnt from it?
creativity here, noticing whether their results may reflect an
• What actions / changes will they make?
interest around creativity ie music, art, painting etc.

© 2019 Langley Group IP Trust. All rights reserved MSCEIT Workbook 59

 Some key objections: PAGE 15
• Pictures don’t make me feel anything – suggest using the Indicate that Sensations relates to Body (physiology) and
mood meter and really noticing the emotions Facilitation relates to Brain. Linking Sensations to perceiving
• I am really good at noticing emotions when I have context, initially then rather than looking at shifting emotions as a whole
when it is real life. physically, how can we be more specific about physiological shifts
• I was brought up not to show emotions so I don’t think they to reduce the intensity of the emotion. Really paying attention
show on my face to the things we can do physically – ie change posture, breathe,
Some conversations that may occur: stretch etc
• The benefits of recognising emotions The facilitation task is related to the link between thoughts
• Paying attention to their own emotions and emotions. From the examples they gave to the previous
• The link between noticing and doing something about them questions, can you coach around some strengths in shifting
• The difference between cultures, ie Asian cultures have emotions… Ie recognising how they change perspective, often
different display rules to Italians referred to as cognitive reconstruction. How is their self talk in
• Are women better than men? their examples?
• Physiology – noticing where we feel emotions physiologically
Some key objections:
PAGES 12 & 13 • I don’t have physiological changes
You may not go into much detail about the suggestions • What is the difference between using and managing?
depending on time, their questions and whether they will be part • Isn’t it different for everyone (yes, strategies for shifting and
of an EI development programme. accessing emotions can be different, there are certain themes
that work – the individual needs to find ways mentally and
physically to change the emotion)
PAGE 14 USING EMOTIONS
Some conversations that may occur:
Common themes: • Which emotions I block out – suggest they think of examples
• The flexibility around emotions – which ones they are more where they have been in a situation where an emotion has
comfortable shifting to and from. been bubbling under the surface distracting them from their
• Deciding consciously the emotion that would suit the next task. Explore how they felt and what they thought about.
‘task’ • Consciously recognising emotions that are harder to shift into
• What do they do to shift (either to be more positive or • What emotions pop up easily for you? Recognise the most?
negative) their emotions?
• What do they do to help others? PAGES 16 & 17
• The key is to introduce tools to consciously change / access
You may not go into much detail about these depending on time,
emotions and tools to help others shift for the benefit of being
their questions and whether they will be part of a programme.
more productive or effective at work, making people more
Just highlight the link between body and brain and reiterate the
positive.
conscious cognitive aspect of this ability.
• Examples of emotions they are comfortable with, I may
introduce the Johari window here if I didn’t earlier to
encourage people to notice which emotions they may tend to
block out or defend against
• Are they practical or rational (if a lower score)? Or do they
value emotions and intuition that much?
Facilitate discussions around their answers with the intention of
building their self-awareness.

60
PAGE 18 UNDERSTANDING EMOTIONS PAGES 20 & 21

Common themes: May not go into much detail depending on time and whether
they will be part of a development programme. Highlight key
• The complexity of emotions – as in why emotions pop up
points about own and others triggers, the iceberg. Learn to
• Explore the iceberg model from early in the report
recognise values etc.
• Vocabulary and it’s importance for understanding the mix of
emotions and emotional expression
• Recognising how other peoples’ ‘icebergs’ create different PAGE 22 MANAGING EMOTIONS
emotions
• You may like to give examples of how your own values / Common themes:
strengths / beliefs / self limiting beliefs / hot buttons generate • Finding strategies to resolve emotions – body and brain
certain emotions in you and why • Accepting the emotion
• The prediction of emotions – do we consider how some • Are your emotions serving you?
may react Facilitate discussions around their answers with • How do they affect your decision making?
the intention of building their self-awareness. Focus on an • Do you recognise, trust and act on your intuition?
example of their iceberg and how they react when a part of it • Long-term resolutions of emotions? (Do they keep cropping
is challenged. up? Has the person really dealt with them or suppressed
them?)
PAGE 19 • Do you make good decisions?
• How well do you communicate decisions?
This relates to the patterns of emotions we may have and how
• Recognise those emotions that are easier to deal with than
emotions change over time. If we can recognise and understand
others.
why we have these changes or patterns, we will be able to deal
with them better Facilitate discussions around their answers with the intention of
building their self-awareness. Focus on actual strategies used to
The blends task indicates the potential for a combination of deal with emotions, either your own or to help others.
emotions and rarely do we just have one.

With these tasks vocabulary is important to recognise the PAGE 23

intensity scales of emotions, recognising our triggers to be able to
Emotional Management relates to actual strategies, ask the client
react differently when we consider the link to behaviour. Can we
to think about how they currently manage emotions (their own
articulate ourselves more effectively to get our feelings across to
and others) and what works as far as managing their emotions
others and for us to understand others
and related behaviour. This is the starting point to discover
Some key objections: what works for them. This is where actions come into play and
practicing.
• Doesn’t vocabulary link to language in perceiving? – absolutely
• The more I know someone the more I will understand them. Emotional Relations is related to group situations, either
Yes. How do you get to know them? Do you need to know personally or professionally. So do they notice the vibe of
someone well to discover their iceberg? a meeting and then have the courage, commitment to deal
Some conversations that may occur: with it – either their own emotions in relation to the emotional
atmosphere or the emotions of the group.
• How do I recognise some patterns and the reasons? –
mood meter – focus on “what” for perceiving and “why” Some key objections:
for understanding. Increase self awareness to increase
• Controlling emotions – getting clarity on what is meant when
understanding
the client says controlling – are they managing them or
• Examples of products to improve understanding of emotions
avoiding / suppressing them.
• Team map, being aware of icebergs
• Not knowing the other person / people well enough to help
• Where they have patterns of emotions and what actions to
them. (Is there something they can do? A conversation? Get
take this to the next step of managing
them to move?)
• Not trusting intuition

© 2019 Langley Group IP Trust. All rights reserved MSCEIT Workbook 61

 Some conversations that may occur: PAGES 26 – 30
• Building the toolkit with relevant strategies – refer to strategies
Encourage them once again to take the time to reflect on what
list
the next step is for them.
• Often there is a link here to perceiving emotions, particularly
with those that are low, if I don’t recognise them, how can Some example wrap up questions:
I manage them… Review patterns of behaviour and link to
• What is one insight you had during this debrief?
emotions. There is natural link to understanding emotions here
• How did you feel about our conversation? How did you feel
too.
about the debrief?
• Making decisions that are not favourable to others?
• What actions have your noted along the way?
• Controlling behaviour with strong emotions.
• How committed are you?
• Where to from here? What is your next step and when?
PAGES 24 & 25
Note down the actions for follow up
You may not go into much detail about these depending on time,
Wrap up and say thank you!
their questions and whether they will be part of a programme.
Highlight tangible strategies that they can walk away with or add
to their list of actions. Focusing on the benefits of dealing with
emotions on themselves and others.

62
© 2019 Langley Group IP Trust. All rights reserved MSCEIT Workbook 63
 “It is not the strongest of
the species that survives,
nor the most intelligent
but the one most
responsive to change.”
Charles Darwin

64
 Section 10
CONSIDERATIONS WITH MSCEIT

Be careful about using MSCEIT as a pre- and post- psychometric. It is not designed for that.
There can be many reasons why scores may change and maybe not always for the better.
The general concensus is to ensure aminimum of two years between testing. Otherwise participants can ‘try’ too hard, spend too much
time analysing and trying to remember what they did last time, in a bid to ‘improve’. This usually results in a lower score as people are
consciously overriding their limbic brain, which may, or may not, ‘know’ the answer.

Training in EI skills is still a critical element to any development or coaching programme and there are many ways to provide practical
training tools and techniques around the EI branches. Please ask us for more information on our many programmes and tools or go to
www.langleygroup.com.au

SOME BENEFITS OF TRAINING:

• Greater satisfaction

• Problem resolution

• Social behavior
perceiving using
• More accurate identification emotions emotions
• Emotional understanding

• Management strategies

understanding
emotions
managing
emotions

Mayer Salovey Caruso Model

© 2019 Langley Group IP Trust. All rights reserved MSCEIT Workbook 65

 “I think, like many
others before me, under
the right conditions
people who relentlessly
pursue “person growth”
are best suited to
thrive.”

Todd Kashdan

66
ETHICS AND OBJECTIONS

What are some of the main objections you think may occur with EI and MSCEIT in particular?
Key ethical principles to bear in mind:
• Confidentiality of the conversation • Tests can be wrong
• Confidentiality of the report • Pygmalion effect
• Legal requirements • Empathy
• Who is paying the bill and your responsibilities • Expect emotions - they are part of the debrief
• Protecting the client

Objection Response

© 2019 Langley Group IP Trust. All rights reserved MSCEIT Workbook 67

 “In a high-IQ job pool,
soft skills like discipline,
drive, and empathy mark
those who emerge as
outstanding.”
Daniel Goleman

68
READING LIST

The Emotionally Intelligent Manager Happier

CARUSO, DAVID BEN-SHAHAR, TAL

EI from one of the originators based on the MSC model – practical Grounded in positive psychology, includes research,
tools for those in management roles. self-help advice, practical tools to more happiness and fulfilment.

Emotional Intelligence How of Happiness

GOLEMAN, DANIEL LYUBOMIRSKY, SONJA

The originator of the popularity of Emotional Intelligence, this Practical actions or ‘intentional activities’ to build wellbeing. Plus
gives detailed information about the physiology of emotions. It is understand her Happiness Pie model.
in-depth but fascinating.
Positivity
Emotions Revealed FREDRICKSON, BARBARA
EKMAN, PAUL
Introduction to the Broaden and Build theory and the 3:1
Detailed information on emotional recognition from the master wellbeing ratio and her work around positive communication.
in this field, including practical tools. Explores all the elements of
micro-expressions and display rules. Primer in Positive Psychology
PETERSON, CHRISTOPHER
Decartes’ Error
An overview of the whole of positive psychology – an text book
DAMASIO, ANTONIO
with style.
Fascinating, detailed insight into the power of emotions and
intuition in the ability to make decisions. Learned Optimism
SELIGMAN, MARTIN
Raising Emotionally Intelligent Child
This is by a noted psychologist who has done a great deal of
GOTTMAN, JOHN
research into the mind, a bit heavier going than some of the pop
A leading expert in relationships and now parenting, Gottman
psychology
discusses different parenting styles and the impact on the child.

Social Your Brain at Work

LIEBERMAN, MATTHEW ROCK, DAVID

Fabulous book bringing social neuroscience findings together in a Simple, easy to read, book that condenses neuroscience research
wonderful, every day style. Matt is without peer in this space. into a clean framework and pratical stories from the workplace.

Willpower Emotional Life of Your Brain

BAUMEISTER, ROY DAVIDSON, RICHARD

Focusing on one of the critical factors to getting what and where Wonderful work bringing neuroscience and mindfulness together.
you on, this book explores the research, science and practicalities Read here about the impact of focused attention on the brain.
of self control.

© 2019 Langley Group IP Trust. All rights reserved MSCEIT Workbook 69

 www.langleygroup.com.au
[email protected]