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Q. Can the PEP evaluate the impact of any training course?

A. The PEP evaluates changes in 5 characteristics within a person- confidence, drive, responsiveness, empathy and control. It will show the impact of any training course on these 5 characteristics, which are fundamental to many behaviours and four competency domains. It will not, however, indicate whether someone has acquired new knowledge, skills or information in other areas.

Click here to see the competency domains targeted by the PEP

Q. How do the PEP's scores relate to Emotional Intelligence (EQ)

A. The 5 characteristics the PEP measures have a major impact on an individual's EQ. For instance, levels of confidence and responsiveness affect both one's self management and social management, which are main EQ competencies. PEP scores can be seen as the underlying drivers which shape a person's EQ rather than being the EQ scores themselves. Learning to manage those drivers can have a big impact on managing and developing your EQ.

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Q. What evidence is there that PEP scores are good indicators of performance and behaviours?

A. Performance and behaviours have been indicated by the PEP in a research study at Oxford University of over 200 people in the UK, across a range of industry sectors. The study revealed many important correlations. For instance, leaders tend to have higher levels of drive and confidence than other people. Project managers tend to have lower confidence but higher responsiveness and control. Carers/administrative supporters tend to have lower self confidence and drive, along with higher responsiveness and empathy. Click here to read more about this study and its implications. Some of the research results have been published in People Management, March 6th (When training is not enough); click here to read a synopsis of this article by Simon Walker.

Q. Does the PEP monitor do away with the need for 360 feedback?

A. The PEP evaluates the changes in an individual's inner drivers- their emotional and psychological 'heart' as it were. The evidence in our research (see above) suggests that these changes will issue in different behaviours; however, the only way to measure those different behaviours themselves would be through a 360 feedback process before and after training. We see the PEP therefore as a complimentary tool to 360, that provides deeper psychological data, and with a much lower cost in both time and money, may also add more than 360 in terms of ROI.

Q. Are increases in PEP scores always positive?

A. No, PEP scores can and do go down as well as up. However, 'up' is not always what you want! For instance, an increase in control can have negative consequences. Similary, 'down' in responsiveness may indicate a point of development. It depends on which trait is measured and its context of use.

Q. Are changes in PEP scores permanent?

A. No. PEP scores can always change. So, for example, whilst training may prove to increase a person's confidence score a week later, that score may fall again over several months. The PEP records the 'ups and downs' over time; in this way, it helps trainers work out how to make the impact of their training become embedded and last longer.

Q. Can the PEP help trainers train more effectively?

A. Yes, in two ways. First, the PEP monitor provides an ongoing video for the trainers of their trainees, highlighting areas to re-target. Secondly, there are specific PEP training and coaching models and methods which can ensure targeted areas are improved upon in a more lasting way. This is because the PEP coaching system is based upon the most recent understandings of cognitive change and emotional development. PEP trainer-training will enable trainers and coaches to achieve more lasting training impacts.