Feedback report

ESCI-U

Emotional and Social Competency Inventory - University Edition

Name: Monirah Aldossary

Client: Harvard Business School

Date of report: 5/16/2023

© 2023 Richard Boyatzis, Daniel Goleman, and Korn Ferry. All rights reserved
Monirah Aldossary - Harvard Business School

Introduction What Is Emotional and Social Intelligence?

Emotional and Social Intelligence, commonly referred to as EI, is the

capacity for recognizing our own feelings and those of others, for motivating
ourselves, and for managing emotions effectively in ourselves and in others.
It describes the behaviors that sustain us in challenging roles, or as our lives
become more demanding, and it captures the qualities that help us deal
effectively with change.

So what does EI mean for you as a student?

Whether you are in your last few years at school, half way through college,
just starting university or undertaking a post-graduate program, your
emotional and social intelligence is playing a huge part in your success as
a learner.

These competencies are the abilities that will help you:

• work out what you want from life

• decide upon the learning that will help you get there
• draw on your own resources
• learn from individuals around you – their successes and their challenges
• learn with others in groups
• support your friends, colleagues and peers in their learning

Emotional and Social Competency Inventory, University Edition

The Emotional and Social Competency Inventory, University Edition (ESCI-

U) is a multi-rater assessment designed to help students assess and
develop the EI competencies. The competencies fall into five distinct areas
(or clusters) of ability:

• Self-Awareness: recognizing and understanding our own emotions

• Social Awareness: recognizing and understanding the emotions of others
• Self-Management: effectively managing our own emotions
• Relationship Management: applying emotional understanding in our
dealings with others
• Cognitive: intellectual abilities that are related to our effectiveness.

Self-Awareness is at the heart of the model. It describes the ability to

understand our emotions, our drives, our strengths and our weaknesses. It
enables us to sustain our emotionally and socially intelligent behavior over
time, despite setbacks.

Relationship Management is where emotional and social intelligence (or the

lack thereof) becomes most visible to others. The competencies in this

Continued

5/16/2023 © 2023 Daniel Goleman, Ph.D and Richard Boyatzis, 1

Ph.D. Distributed by the Korn Ferry. All rights reserved.
Monirah Aldossary - Harvard Business School

Introduction cluster impact on the motivation and performance of others, but they depend
on strengths in the Social Awareness and Self-Management competencies.
These clusters provide direction, energy, restraint, and skill to the way we
use Relationship Management competencies.

The Cognitive cluster is unique to the ESCI-U. This cluster measures

Systems Thinking and Pattern Recognition, as these competencies have
been shown to be related to effectiveness in academic settings. The
importance of these competencies has been realized through nearly four
decades of competency research. While the ESCI-U focuses on the
emotional intelligence and social intelligence competencies, these cognitive
competencies are highly important for students, and since we seek to
develop the whole person, we have included them here.

Your Feedback Report

Your feedback report is organized into the following primary sections:

• ESCI-U Competency Model—a list of the competencies measured in this

survey and a detailed overview of each competency, each organized by
cluster.
• Interpreting Your Feedback—a guide to what you'll see in your ESCI-U
feedback report
• Data Validity—a summary of the source, quality and agreement of the
feedback data
• Summary Report—a summary of your strengths and areas for
improvement across the five clusters of emotional competencies
• Competency Behavior Report—your scores on each competency
behavior by rater group
• Five Discoveries Exercise—questions and suggestions to help you focus
your personal development efforts

5/16/2023 © 2023 Daniel Goleman, Ph.D and Richard Boyatzis, 2

Ph.D. Distributed by the Korn Ferry. All rights reserved.
Monirah Aldossary - Harvard Business School

ESCI - University Edition

Self-Awareness

• Emotional Self Awareness

Self-Management

• Achievement Orientation
• Adaptability
• Emotional Self-Control
• Positive Outlook

Social-Awareness

• Empathy
• Organizational Awareness

Relationship Management

• Conflict Management
• Coach and Mentor
• Influence
• Inspirational Leadership
• Teamwork

Cognitive

• Systems Thinking
• Pattern Recognition

5/16/2023 © 2023 Daniel Goleman, Ph.D and Richard Boyatzis, 3

Ph.D. Distributed by the Korn Ferry. All rights reserved.
Monirah Aldossary - Harvard Business School

ESCI-U Model Self-Awareness

Emotional Self Awareness
Competency Definitions
This is the ability to understand your own emotions and their effects. It is
being able to recognize how you react to cues in the environment and how
your emotions affect your performance. It’s about knowing your inner
resources, abilities and limits. It is based on the desire to receive feedback
and new perspectives about yourself, and to be motivated by continuous
learning and self-development. When you demonstrate Emotional Self-
Awareness you:

• are aware of your own feelings

• know why these feelings occur
• understand the implications of your emotions
• are aware of your strengths and limits
• are open to feedback

Self-Management
Achievement Orientation

This is a concern for working towards a standard of excellence. This

standard may be a personal need to improve your performance, to
outperform others, or even to surpass the greatest accomplishment ever
achieved. It’s about seeking out opportunities and taking action on them.
You will consistently strive to do better, to experience new challenges and
opportunities, and will be comfortable being held accountable for your
actions and ideas. When you demonstrate Achievement Orientation you:

• anticipate obstacles to a goal

• take calculated risks
• set measurable goals
• act rather than wait
• seek information in novel and unusual ways
• cut through red tape and bend the rules when necessary

Achievement Orientation will encourage you to take the initiative and seek
out new opportunities.

Adaptability

This is the ability to be flexible and work effectively within a variety of

changing situations and with different individuals and groups. People with
this competency are willing to change their own ideas or perceptions on the
basis of new information or evidence. They are able to alter standard
Continued

5/16/2023 © 2023 Daniel Goleman, Ph.D and Richard Boyatzis, 4

Ph.D. Distributed by the Korn Ferry. All rights reserved.
Monirah Aldossary - Harvard Business School

ESCI-U Model procedures when necessary and juggle multiple demands as required.
When you demonstrate Adaptability you:
Competency Definitions
• juggle multiple demands smoothly
• handle shifting priorities and rapid change easily
• adapt plans, behavior or approaches to fit major changes
• apply standard procedures flexibly
• adapt ideas based on new information

Developing your adaptability will help you deal more positively with change.
Unexpected change happens to us all, and has a tendency to be out of our
control – but we can control our reactions to it. Being able to accept the
change, be flexible and adapt to it and then move forward is a real skill.

Emotional Self-Control

This is the ability to keep your impulsive feelings and emotions under
control. It is being able to restrain negative actions when provoked, when
faced with opposition or hostility from others, or when working under
pressure. When you demonstrate Emotional Self-Control you:

• deal calmly with stress

• display restraint and control your impulses
• stay poised and positive, even in difficult moments
• are able to get the job done despite feeling negative emotions

Positive Outlook

This competency is about seeing the world as a glass that is ‘half-full’ rather
than ‘half-empty’. This is the ability to see good in others and in the current
situation. Threats are viewed merely as opportunities that can be acted upon
and taken advantage of to achieve optimal outcomes. When you
demonstrate Positive Outlook you:

• see opportunities rather than threats

• have mainly positive expectations about others
• have positive expectations for the future
• believe the future will be better than the past
• see the positive side of difficult situations

Seeing problems for what they really are is a key part of having a positive
outlook. To one degree or another we’re all prone to overreacting, jumping
to conclusions, looking for someone else to blame, or blaming ourselves. If
Continued

5/16/2023 © 2023 Daniel Goleman, Ph.D and Richard Boyatzis, 5

Ph.D. Distributed by the Korn Ferry. All rights reserved.
Monirah Aldossary - Harvard Business School

ESCI-U Model only we could put our problems in perspective – to see them for what they
really are. Then they might not be problems any more.
Competency Definitions
Having a positive outlook will help you cope with multitasking, juggling
multiple projects or assignments and different responsibilities. Unless we
have the necessary tools to deal with these multiple challenges it can easily
seem too much. Trying to stay positive helps us remain focused and calm
instead of being overwhelmed by emotion or stress.

Social Awareness
Empathy

This competency is about understanding other people. It is the ability to hear

and understand accurately the unspoken or partly expressed thoughts,
feelings and concerns of others. People with empathy are able to constantly
pick up emotional cues. They can appreciate not only what people are
saying, but also why they are saying it. When you demonstrate Empathy
you:

• read people’s moods or non-verbal cues accurately

• respect and relate well to people of diverse backgrounds
• listen attentively to others
• understand others’ perspectives when they are different from your own
• understand the reasons for another’s actions

Remember, don’t assume that everybody does things or values things in

the same way. We learn about differences by observing and asking, and by
noticing when others respond to things differently than we do. Be open to
others’ opinions and viewpoints.

Organizational Awareness

This is the ability to understand the ‘power’ relationships in one’s own group
or organization. This includes the ability to identify the real decision-makers
and who can influence them. It is also about recognizing the values and
cultures of organizations and how these affect the way people act and
behave. When you demonstrate Organizational Awareness you:

• understand the political forces at work in your group or organization

• read key power relationships in groups or organizations accurately
• understand the values and culture of your group or organization
• understand the informal process by which work gets done in your group
or organization
• understand what is rewarded, and what is not rewarded, in your group or
organization

Continued

5/16/2023 © 2023 Daniel Goleman, Ph.D and Richard Boyatzis, 6

Ph.D. Distributed by the Korn Ferry. All rights reserved.
Monirah Aldossary - Harvard Business School

ESCI-U Model Relationship Management

Conflict Management
Competency Definitions
This is the ability to handle difficult individuals, groups of people, or tense
situations with diplomacy and tact. This involves coming face-to-face with
the conflict rather than trying to avoid it. This competency entails focusing
on the issues rather than the people and working to de-escalate the bad
feelings. When you demonstrate Conflict Management you:

• bring disagreement out in the open

• help de-escalate conflicts
• communicate the positions of those involved in a conflict to all concerned
• try to resolve conflict by articulating a larger goal that everyone values
• try to resolve conflict by finding a position everyone involved can accept

Coach and Mentor

This competency is the ability to foster the long term learning or

development of others. Its focus is on the behaviors involved in developing
others, rather than on the formal role of teaching or training. Those who do
this well spend time helping people find their own way to excellence through
specific feedback on current performance. When you demonstrate
Coaching and Mentoring you:

• offer feedback to improve another person’s performance

• recognize others’ specific strengths
• provide on-going coaching and mentoring
• encourage others to pursue their dreams, calling or passions
• care about others and their development

Remember that giving feedback is a sensitive business. You’ll need to use

this competency with your empathy as well. People are very sensitive to
receiving feedback – and can find it as difficult to accept the positive as the
developmental.

Influence

This is the ability to have a positive impact on others. It involves persuading

or convincing others in order to get them to support your ideas and
suggestions. This is about grabbing someone’s attention and getting others
to listen. When you demonstrate Influence you:

• build consensus and support for ideas and suggestions

•convince others by appealing to their self-interest
Continued

5/16/2023 © 2023 Daniel Goleman, Ph.D and Richard Boyatzis, 7

Ph.D. Distributed by the Korn Ferry. All rights reserved.
Monirah Aldossary - Harvard Business School

ESCI-U Model • anticipate how people will respond to an argument and adapt your
approach accordingly
Competency Definitions
• convince others by engaging them in discussion
• convince others by getting support from key people

Inspirational Leadership

This is the ability to take on the role of leader in a group or team. It implies
a desire to lead others. Leadership need not come from a position of formal
authority – this competency is about the behaviors of leadership, not about
being in a formal leadership role. People with this competency work to bring
people together to get the job done. They are able to build a strong sense
of belonging within the group, leading others to feel that they are part of
something bigger than themselves. When you demonstrate Inspirational
Leadership you:

• make activities or projects engaging

• inspire others by stating a vision or goal
• motivate others by generating emotional reactions
• build pride in the group
• lead by bringing out the best in people

Great leaders know exactly what their role is in the team. They read the
situation and understand what is needed from them and they create a great
atmosphere to work in.

Teamwork

This competency is about working co-operatively with others, being part of

a team and working together – as opposed to working separately or
competitively. Teamwork is about enjoying shared responsibility and
rewards for accomplishments. It involves participating actively and building
the capability of the team. When you demonstrate Teamwork you:

• maintain co-operative working relationships

• build team spirit and identity
• promote a friendly, co-operative climate in groups or organizations
• solicit others’ input and participation
• work well in teams by being respectful of others

Making a positive contribution in a team is an important skill and something

you will use often, in all the roles in your life – as a student, as an employee
or manager, in sports or recreational groups and at home and in social
groups.

Continued

5/16/2023 © 2023 Daniel Goleman, Ph.D and Richard Boyatzis, 8

Ph.D. Distributed by the Korn Ferry. All rights reserved.
Monirah Aldossary - Harvard Business School

ESCI-U Model Cognitive Competencies

Systems Thinking
Competency Definitions
This is the ability to identify the many and various factors that impact upon
a complex situation or event. It is recognizing both the causes and effects
of actions and outcomes. Systems Thinking is about explaining these
interactions in terms others can understand, which may involve the use of
diagrams, flow charts, detailed but simple discourse, etc. When you
demonstrate Systems Thinking you:

• explain complex events in an understandable way

• see situations as a set of cause and effect relationships
• explain how interactions result in particular outcomes

Pattern Recognition

This competency is about recognizing patterns or trends in random

information, events or situations. It is the ability to describe these patterns
or trends to others, and to use metaphors or analogies to bring them to life
and make them easily understood and recognizable. It is also the ability to
see the commonality or similarities among various and often very different
situations. When you demonstrate Pattern Recognition you:

• identify patterns and trends within random information

• use metaphors or analogies to describe patterns or trends
• see similarities across different situations

5/16/2023 © 2023 Daniel Goleman, Ph.D and Richard Boyatzis, 9

Ph.D. Distributed by the Korn Ferry. All rights reserved.
Monirah Aldossary - Harvard Business School

Interpreting Your Interpreting the Summary Report

Feedback The Summary report provides an overview of your strengths and areas for
A guide to what you'll see in your improvement. All the competencies measured in this report are listed and
ESCI-U feedback report organized by cluster.

Competency Scores

To the right of each competency, you will see Avg. Others Rating. This is
the mean score from everyone, excluding yourself, who provided you with
feedback.

Avg.
Others
Rating Consistency of Demonstration Strength
Never Sometimes Consistently
Rarely Often

3.8

4.3

Others Self

The bar represents your Others score.

The circle represents your rating, or how you saw yourself on that
competency.

When the Others score matches or exceeds 85% of the scale, the
competency is considered a strength. In this case, an arrow will appear for
that competency under the strength column.

Interpreting the Competency Behavior Report

The Competency Behavior report displays each of the individual behaviors

you were rated on, organized by cluster and competency. To the right of
each behavior is your own rating and the average Others’ rating. The ratings
represent how consistently you demonstrated the behavior on a scale of 1
to 5; where 1 = never and 5 = consistently. This report can provide you with
more insight for which specific behaviors you may need to focus on to
develop a competency.

5/16/2023 © 2023 Daniel Goleman, Ph.D and Richard Boyatzis, 10

Ph.D. Distributed by the Korn Ferry. All rights reserved.
Monirah Aldossary - Harvard Business School

Data Validity This report is based on the responses of 5 individuals as shown below.

Summarizes the source and quality 5 questionnaires were returned in time to be included in this feedback.
of the feedback data
The responses were collected between 5/9/2023 and 5/11/2023.

Questionnaires Familiarity Agreement

Distb. Rcvd. Prcsd. Low High Low High
Self 1 1 1
Others 5 4 4

Rater Familiarity

When making their ratings, raters indicated their familiarity with your
performance and their frequency of contact with you.

The higher the familiarity, the more attention you should pay to the ratings.
Low familiarity can occur when raters report that they are relatively
unfamiliar with your performance, or have relatively infrequent contact with
you (or both). You should place less weight on feedback from perspectives
with low to moderate familiarity.

Rater Agreement

The level of rater agreement for perspectives with two or more raters is
reported above. The higher the agreement, the more consistent the ratings
amongst the raters.

Agreement can be low for a number of reasons. Low agreement may

indicate that some raters are less familiar with your performance than
others. Low agreement may also indicate that the raters interact with you in
different situations and see different aspects of your behavior. If the
agreement for a perspective is low or moderate you should take time to
consider the likely cause of the inconsistency and to adjust your evaluation
of the feedback appropriately.

5/16/2023 © 2023 Daniel Goleman, Ph.D and Richard Boyatzis, 11

Ph.D. Distributed by the Korn Ferry. All rights reserved.
Monirah Aldossary - Harvard Business School

ESCI-U Summary

Avg.
Others
Cluster / Competencies Rating Consistency of Demonstration Strength
Never Sometimes Consistently
Self-Awareness Rarely Often

Emotional Self Awareness 4.5

Self-Management

Achievement Orientation 4.9

Adaptability 4.9

Emotional Self-Control 4.8

Positive Outlook 4.8

Social-Awareness

Empathy 4.5

Organizational Awareness 4.8

Relationship Management

Conflict Management 4.3

Coach and Mentor 4.4

Influence 4.7

Inspirational Leadership 4.7

Teamwork 4.8

Cognitive

Systems Thinking 4.5

Pattern Recognition 4.6

Others Self

5/16/2023 © 2023 Daniel Goleman, Ph.D and Richard Boyatzis, 12

Ph.D. Distributed by the Korn Ferry. All rights reserved.
Monirah Aldossary - Harvard Business School

Self-Awareness

Item # Self Others

Emotional Self Awareness

2 Describes underlying reasons for own feelings 4.0 4.5

25 Shows awareness of own feelings 5.0 4.3

26 Acknowledges own strengths and 5.0 4.3

weaknesses

35 Able to describe how own feelings affect own 5.0 4.3

actions

62 Understands the connection between what is 5.0 5.0

happening and own feelings
1=Never, 3=Sometimes, 5=Consistently

Continued

5/16/2023 © 2023 Daniel Goleman, Ph.D and Richard Boyatzis, 13

Ph.D. Distributed by the Korn Ferry. All rights reserved.
Monirah Aldossary - Harvard Business School

Self-Management

Item # Self Others

Achievement Orientation

22 Seeks to improve by setting measurable and 3.0 4.8

challenging goals

27 Strives to improve own performance 5.0 5.0

36 Initiates actions to improve 5.0 4.8

48 Seeks ways to do things better 5.0 5.0

56 Seeks to improve by taking calculated risks to 3.0 4.8

reach a goal

Adaptability

5 Adapts overall strategy, goals, or projects to 5.0 5.0

cope with unexpected events

14 Adapts by applying standard procedures 5.0 5.0

flexibly

34 Adapts by smoothly juggling multiple 4.0 4.8

demands

50 Adapts to shifting priorities and rapid change 5.0 4.5

70 Adapts overall strategy, goals, or projects to fit 5.0 5.0

the situation

Emotional Self-Control

39 Acts appropriately even in emotionally 5.0 4.8

charged situations

45 Controls impulses for the good of others 4.0 4.5

46 Remains composed, even in trying moments 4.0 5.0

52 Controls impulses appropriately in situations 4.0 4.5

63 Remains calm in stressful situations 4.0 5.0

1=Never, 3=Sometimes, 5=Consistently

Continued

5/16/2023 © 2023 Daniel Goleman, Ph.D and Richard Boyatzis, 14

Ph.D. Distributed by the Korn Ferry. All rights reserved.
Monirah Aldossary - Harvard Business School

Self-Management

Item # Self Others

Positive Outlook

11 Sees possibilities rather than problems 5.0 4.8

23 Sees the positive in people, situations, and 5.0 4.5

events more often than negative

47 Sees opportunities rather than threats 3.0 4.8

53 Views the future with hope 5.0 5.0

55 Believes the future will be better than the past 4.0 5.0
1=Never, 3=Sometimes, 5=Consistently

Continued

5/16/2023 © 2023 Daniel Goleman, Ph.D and Richard Boyatzis, 15

Ph.D. Distributed by the Korn Ferry. All rights reserved.
Monirah Aldossary - Harvard Business School

Social-Awareness

Item # Self Others

Empathy

28 Understands others by listening attentively 5.0 4.5

58 Understands others from different 5.0 4.5

backgrounds

59 Understands others by putting self into others' 5.0 4.3

shoes

64 Understands reasons for others' actions 5.0 4.3

65 Understands others' perspectives when they 5.0 4.8

are different from their own perspective

Organizational Awareness

21 Understands social networks 5.0 5.0

24 Understands the team's or organization's 4.0 4.8

unspoken rules

33 Understands the values and culture of the 5.0 4.8

team or organization

41 Understands the informal processes by which 3.0 4.8

work gets done in the team or organization

66 Understands the informal structure in the team 5.0 4.8

or organization
1=Never, 3=Sometimes, 5=Consistently

Continued

5/16/2023 © 2023 Daniel Goleman, Ph.D and Richard Boyatzis, 16

Ph.D. Distributed by the Korn Ferry. All rights reserved.
Monirah Aldossary - Harvard Business School

Relationship Management

Item # Self Others

Conflict Management

1 Tries to resolve conflicts by finding a solution 4.0 4.8

that addresses everyone's interests

8 Tries to resolve conflict by openly talking about 5.0 4.3

disagreements with those involved

30 Resolves conflict by bringing it into the open 4.0 4.0

51 Tries to resolve conflict by finding a position 4.0 4.3

everyone involved can endorse

67 When resolving conflict, de-escalates the 3.0 4.3

emotions in the situation

Coach and Mentor

16 Provides feedback others find helpful for their 5.0 4.8

development

17 Coaches and mentors others 4.0 4.5

42 Cares about others' and their development 5.0 4.3

57 Personally invests time and effort in 5.0 3.8

developing others

68 Provides on-going mentoring or coaching 4.0 4.8

Influence

6 Convinces others by developing behind the 4.0 5.0

scenes support

12 Convinces others by appealing to their self- 4.0 4.3

interest

29 Convinces others by getting support from key 5.0 4.5

people

31 Convinces others by engaging them in 4.0 5.0

discussion

40 Anticipates how others will respond when 5.0 4.8

trying to convince them
1=Never, 3=Sometimes, 5=Consistently

Continued

5/16/2023 © 2023 Daniel Goleman, Ph.D and Richard Boyatzis, 17

Ph.D. Distributed by the Korn Ferry. All rights reserved.
Monirah Aldossary - Harvard Business School

Relationship Management

Item # Self Others

Inspirational Leadership

3 Leads by building pride in the group 5.0 4.8

19 Leads by bringing out the best in people 5.0 4.3

43 Leads by articulating a compelling vision 4.0 4.8

44 Leads by inspiring people 5.0 4.8

61 Leads others by creating a positive emotional 5.0 5.0

tone

Teamwork

4 Works well in teams by being supportive 5.0 5.0

10 Works well in teams by being respectful of 5.0 5.0

others

18 Works well in teams by encouraging 5.0 4.8

participation of everyone present

37 Works well in teams by soliciting others' input 5.0 4.5

49 Works well in teams by encouraging 5.0 4.8

cooperation
1=Never, 3=Sometimes, 5=Consistently

Continued

5/16/2023 © 2023 Daniel Goleman, Ph.D and Richard Boyatzis, 18

Ph.D. Distributed by the Korn Ferry. All rights reserved.
Monirah Aldossary - Harvard Business School

Cognitive

Item # Self Others

Systems Thinking

7 Sees a situation as multiple cause and effect 5.0 4.5

interactions

9 Explains how certain things affect others 5.0 4.8

resulting in a particular outcome

15 Explains complex events through a system or 5.0 4.5

flow diagram

20 Explains an event in terms of how multiple 5.0 4.5

factors involved affect each other

69 Sees an event as a set of cause and effect 3.0 4.3

relationships

Pattern Recognition

13 Perceives similarities among different types of 5.0 4.3

situations

32 Identifies patterns or trends in seemingly 4.0 4.5

random information

38 Perceives themes or patterns in events 5.0 5.0

54 Uses metaphors or analogies to describe 3.0 4.5

themes or patterns

60 Interprets a new situation by using an analogy 5.0 4.5

relating it to a different type of situation
1=Never, 3=Sometimes, 5=Consistently

5/16/2023 © 2023 Daniel Goleman, Ph.D and Richard Boyatzis, 19

Ph.D. Distributed by the Korn Ferry. All rights reserved.
Monirah Aldossary - Harvard Business School

What Next? What does the feedback mean for you?

Think about the real meaning for you behind the scores. For example, for
The following questions and competencies scored:
suggestions may help you capture
your thoughts at this stage Consistently

Are these the competencies I most enjoy using? Do they feel most natural
to me? How did I get to feel that way about these competencies?

Often

These are solid strengths for me. How else could I apply these strengths?
In which other situations, and with which other people, could I use these
competencies?

Sometimes

If I carry out this competency some of the time, what stops me doing it more
often? Do I do different things in different situations? Do different people
see different sides of me?

Rarely

What are the situations in which I do use this competency? What does it
feel like when I do? Who sees me using it? What are the consequences -
for them or for me - when I do use it? What are the consequences when I
don't use it?

Never

Does this mean that I definitely don't have this competency? Or does it mean
that I'm not sure? Do others ever see me use this competency? Is it useful
to me? How can I start to practice it?

5/16/2023 © 2023 Daniel Goleman, Ph.D and Richard Boyatzis, 20

Ph.D. Distributed by the Korn Ferry. All rights reserved.
Monirah Aldossary - Harvard Business School

The Five Developing your EI - the Five Discoveries

Discoveries Making any kind of change in our lives involves breaking old habits that hold
us back and forging new habits that serve us better. This is what successful
exercise learning is all about.

Focusing your personal But this is only half the story. The full story involves sustaining our new
development efforts habits over time. This process of intentional change can be understood as
'five discoveries' that we choose to undertake.
Think about what your feedback means for the person you really want to be.
Does your feedback help to clarify things for you? Does it help you to identify
the capabilities you want to develop?

Use the five discovery questions to think this through.

Discovery 1 - My ideal self
What do I really want out of life? What kind of person do I want to be? What
am I aiming for as a person?

When I imagine myself in my ideal future, what do I see? What am I doing?

What am I thinking? What am I feeling?

Discovery 2 - My real self

Who am I right now? What do I enjoy? What am I good at? What do I find
challenging? How do others see me?

What are my strengths - the things about me that make me close to how I
want to be?

What are my learning gaps - the things that I want to develop to be closer
to how I want to be?

Continued

5/16/2023 © 2023 Daniel Goleman, Ph.D and Richard Boyatzis, 21

Ph.D. Distributed by the Korn Ferry. All rights reserved.
Monirah Aldossary - Harvard Business School

The Five Discovery 3 - My learning agenda

Discoveries In the light of what I have learned from my feedback, how can I get closer
to my ideal self? How can I build on my strengths to become even more like
exercise my ideal self? How can I work on the gaps? What do I want to do differently?
What are my goals? Which competencies do I want to focus on?
Focusing your personal
development efforts

Discovery 4- Experimentation and practice

What activities can I do to try out the competencies I want to focus on? What
happens when I try out new behaviors? What does it feel like for me? What
are the consequences for me? What are the consequences for others?

Discovery 5 - Trusting relationships

Who might help, support, and encourage me now and in the future? What
can I learn from them? What will have a positive and helpful impact on me?
What kinds of behaviors do I need from them? Who can I learn alongside -
learning from them and supporting their learning?

Think about what your feedback means for the person you really want to be.
Whatever you're learning or whatever you're working on, these five
discoveries will help you focus on the things that really matter to you. They'll
help you to use your strengths, identify what you need, take risks in your
learning and ask for support.

Use them in everything you do.

5/16/2023 © 2023 Daniel Goleman, Ph.D and Richard Boyatzis, 22

Ph.D. Distributed by the Korn Ferry. All rights reserved.
About Korn Ferry
Korn Ferry is a global organizational consulting firm. We help clients synchronize strategy and
talent to drive superior performance. We work with organizations to design their structures,
roles, and responsibilities. We help them hire the right people to bring their strategy to life. And
we advise them on how to reward, develop, and motivate their people.

© Korn Ferry 2023. All rights reserved. Confidential.

For the sake of linguistic simplicity in this report, where the masculine form is used, the feminine
form should also be understood to be included.
This Assessment Report (this “Report”) is being delivered and disclosed to the client organization retaining Korn Ferry (the
“Client”) pursuant to its engagement agreement with Korn Ferry. By accepting receipt of this Report, the Client agrees that
(a) it will treat the Report and all of the information contained in the Report as private and confidential and will use the
Report only for the purposes for which it was obtained; (b) it will maintain complete control over this Report and the
information contained in this Report; and (c) it will otherwise hold and use this Report, and all of the information contained
in this Report, in compliance with all applicable laws, including all applicable data protection and privacy laws. This Report
and the information contained in this Report should be regarded as only one piece of the information needed to properly
evaluate and assess the individual who is the subject of this Report. Thus, the Client acknowledges and agrees that this
Report and the information contained in this Report is being delivered to the Client without any express or implied warranty
of any kind and the Report will not be used by the Client as the sole source of decision making regarding the individual
who is the subject of this Report. The Client also acknowledges and agrees that all copyrights, patents and trade secrets
applicable to this Report, the material in this Report, and the format and context of this Report are owned solely by Korn
Ferry and the Client acquires no ownership or other right therein, except for the limited right to use the contents of the
Report for the purposes for which it was obtained. The Client shall indemnify, defend and hold Korn Ferry and all of its
subsidiaries and other affiliates harmless from and against any and all claims, demands, and actions (including administrative
and regulatory proceedings), and any and all losses, liabilities, judgments, fines, penalties, costs, and expenses (including
attorney’s fees) which Korn Ferry or any of its subsidiaries and other affiliates may suffer or incur, directly or indirectly, as
a result of the use of or reliance upon this Report by the Client or any of its personnel, or the disclosure of this Report or
any portion thereof to the individual who is the subject of this Report, or the publication of this Report or any part of this
Report, or if the Client otherwise fails to adhere to or comply with any of the foregoing.