EQ Test to assess emotional and social skills
EQ test assesses a person's emotional intelligence (EI) and how it can affect relations and workplaces. It aims to identify key improvement areas for personal development and focus on those strengths that one can leverage to the full potential at work.
Ready to Use
Psychometric
All Levels
Moderate
25 minutes
86 Questions
English Global, English India, Portuguese, Spanish
Inside This Assessment
Emotional intelligence (EI) is the ability to observe, identify, differentiate between emotions, and use this information to guide thinking and behavior. It is not an innate trait but is considered an acquired capability that one can develop to achieve outstanding performance at the workplace. Mercer| Mettl's emotional intelligence test aims to determine the level of a person's emotional intelligence and if that person can recognize, understand, manage and control emotions and reactions.
SKILL LIBRARY
Intelligence Competency Framework
Get a detailed look inside the test
Competency Under Scanner
Managing Emotions
Managing-Self
Managing Others
Competencies:
Demonstrating resilience in the face of challenges or adversity and being able to manage one's emotions in an effective manner.
Demonstrating an ability to stay focused and motivated to accomplish goals and display positive feelings like optimism, contentment, and joy, towards one's work.
Competencies:
Demonstrating an ability to adjust and adapt oneself to change and not allow oneself to get bogged down when situations are dynamic and constantly evolving.
Demonstrating an ability to understand one's strengths and areas of development and leveraging them effectively to accomplish one's goals.
Demonstrating an understanding of one's own abilities and having the belief that one possesses the capabilities to succeed and can support others' at work when needed.
Demonstrating a strong will to reach one’s true potential. It also involves the ability to set high standards for self and the team and having the drive to achieve excellence.
Competencies:
Demonstrating an ability to understand the feelings of other people by imagining oneself in their situations.
Demonstrating an ability to resolve interpersonal differences in a timely manner such that it leads to optimal solutions and healthy relationships with others. It also involves ensuring that everyone is treated with respect and sensitivity despite individual differences.
Demonstrating an ability to develop cooperation and teamwork while working in a group while also focusing on team members' professional growth and development.
Demonstrating an ability to effectively convince and negotiate with others to achieve end results.
Demonstrating an ability to build professional networks and partnerships within and outside the organization as a way of gathering information and resources to ensure individual as well as organizational success.
Demonstrating an ability to maintain positive relationships with others to accomplish common goals and objectives.
Customize This Test
Flexible customization options to suit your needs
Choose easy, medium or hard questions from our skill libraries to assess candidates of different experience levels.
Add multiple skills in a single test to create an effective assessment. Assess multiple skills together.
Add, edit or bulk upload your own coding questions, MCQ, whiteboarding questions & more.
Get a tailored assessment created with the help of our subject matter experts to ensure effective screening.
The Mercer | Mettl Advantage
Frequently Asked Questions (FAQs)
1. What if a person takes a test in a socially desirable manner or manipulates or fakes the responses?
We have taken all necessary steps to reduce the possibility of test takers trying to present themselves in a socially desirable manner. For example, the test follows a ‘semantic differential’ format, which makes it hard to ‘guess’ the appropriate response. Additionally, the items are presented in a format that requires one to consciously think about one's preferences and then choose a more ‘desirable’ statement. The tool also identifies specific patterns of the responses and can indicate if candidates attempt to respond dishonestly.
2. Can we determine the appropriate levels of behaviors required for a specific job role in an organization?
We have taken all necessary steps to reduce the possibility of test takers trying to present themselves in a socially desirable manner. For example, the test follows a ‘semantic differential’ format, which makes it hard to ‘guess’ the appropriate response. Additionally, the items are presented in a format that requires one to consciously think about one's preferences and then choose a more ‘desirable’ statement. The tool also identifies specific patterns of the responses and can indicate if candidates attempt to respond dishonestly.
3. Will your assessment score candidates who are applying for jobs appropriately?
We have taken all necessary steps to reduce the possibility of test takers trying to present themselves in a socially desirable manner. For example, the test follows a ‘semantic differential’ format, which makes it hard to ‘guess’ the appropriate response. Additionally, the items are presented in a format that requires one to consciously think about one's preferences and then choose a more ‘desirable’ statement. The tool also identifies specific patterns of the responses and can indicate if candidates attempt to respond dishonestly.
4. Can you map an organization's competency framework to your assessments?
We have taken all necessary steps to reduce the possibility of test takers trying to present themselves in a socially desirable manner. For example, the test follows a ‘semantic differential’ format, which makes it hard to ‘guess’ the appropriate response. Additionally, the items are presented in a format that requires one to consciously think about one's preferences and then choose a more ‘desirable’ statement. The tool also identifies specific patterns of the responses and can indicate if candidates attempt to respond dishonestly.
5. How do we determine the thresholds for the proficiency levels for a norm group?
We have taken all necessary steps to reduce the possibility of test takers trying to present themselves in a socially desirable manner. For example, the test follows a ‘semantic differential’ format, which makes it hard to ‘guess’ the appropriate response. Additionally, the items are presented in a format that requires one to consciously think about one's preferences and then choose a more ‘desirable’ statement. The tool also identifies specific patterns of the responses and can indicate if candidates attempt to respond dishonestly.
6. How are norms decided for MPP?
We have taken all necessary steps to reduce the possibility of test takers trying to present themselves in a socially desirable manner. For example, the test follows a ‘semantic differential’ format, which makes it hard to ‘guess’ the appropriate response. Additionally, the items are presented in a format that requires one to consciously think about one's preferences and then choose a more ‘desirable’ statement. The tool also identifies specific patterns of the responses and can indicate if candidates attempt to respond dishonestly.
7. What if the reports generated for the psychometric assessments differ from the actual behavior, attitude or aptitude of the person?
We have taken all necessary steps to reduce the possibility of test takers trying to present themselves in a socially desirable manner. For example, the test follows a ‘semantic differential’ format, which makes it hard to ‘guess’ the appropriate response. Additionally, the items are presented in a format that requires one to consciously think about one's preferences and then choose a more ‘desirable’ statement. The tool also identifies specific patterns of the responses and can indicate if candidates attempt to respond dishonestly.
