Emotional Intelligence
Coaching Introduction
for
Major Healthcare Provider
Presented by Toby Elwin
www.TobyElwin.com
Coaching Program WebEx - Agenda
90 Minute Agenda:
1. Program overview and goals
2. Putting the ESCI 360 in context
3. How to read the Hay Group’s ESCI 360
4. Coaching plan review
5. Program resources and tools
6. Next-steps
2
Agenda
1. Program overview and goals
I.
Coaching will support the development of enhanced emotional and
social intelligence. Research has identified a clear link between
moderate to high emotional and social intelligence and more effective
leadership and improved organizational performance.
II. Review what is Emotional and Social Intelligence: values-based
inquiry, strength-based dialogue, desired future state
2. Putting the ESCI 360 in context
3. How to read the Hay Group’s ESCI 360
4. Coaching plan review
5. Program resources and tools
6. Next-steps
3
Agenda
1. Program overview and goals
2. Putting the ESCI 360 in context
A.
September Design Session
i.
ii.
iii.
Bedside manner (EI) September
High-Performing Teams one-on-one recap
Dimensions that support team
a.
b.
c.
d.
e.
f.
g.
h.
B.
December MD team building:
i.
ii.
iii.
3.
4.
5.
6.
Clear and shared goals or purpose
Clear and shared roles/responsibilities
Supportive and empowering relationships
Clear and shared procedures
Nurturing and challenging leadership
Evolving energy and spirit
Productivity and performance
Complete, purposeful, and uplifting communication
Matrix management
Self-assessment – motivating self and others
Change and resilience
How to read Hay Group’s ESCI 360
Coaching plan review
Program resources and tools:
Next-steps
4
We have worked with Emotional Intelligence throughout previous offsite review
 Management - Common and unique
skills needed to succeed in different
fields – 25 minutes
 Organization - Common and unique
skills needed to succeed in different
organization design – 25 minutes
 Emotional Intelligence - Skills
needed to motivate a team – 50
minutes
 Action plan/next steps – 10 minutes
 Ice Breaker – 10 minutes
 Context – 10 minutes
 Dimensions of Team Effectiveness –
10 minutes
 High-Performing Team Interviews –
60 minutes
 Break – 10 minutes
 Data – 10 minutes
 Design – 90 minutes
 Takeaways – 10 minutes
5
Relationships in a New Operating Model
1.
2.
3.
4.
Self Awareness
Self Management
Social Awareness
Relationship Management
 Clear and shared goals or
purpose
 Clear and shared roles and
responsibilities
 Clear and shared procedures
 Nurturing and challenging
leadership
 Evolving energy and spirit
 Productivity and performance
 Complete, purposeful, and
uplifting communication 1
Known as Bedside Manner or, more formally, Emotional
Intelligence
6
Organization Design - how managers group people together to perform work
Five basic organizational structures
combine varying elements of
bureaucratic and decentralized
structures:
1. Functional,
2. Divisional,
3. Matrix
• Strong Matrix
• Weak Matrix
• Balanced Matrix
Question: What skills* are needed to
motivate a team?
4. Team, and
5. Networking
*Skill is an ability acquired through training
while competency is a set of defined
behavior achieved through skill or
knowledge.
7
Leading in a matrix
Management Layers
More and more organizations are
adopting matrix structures, uniting
multiple business unites and functions
to gain efficiencies and enable
cooperation across silos.
As the structure of these
organizations changes, so too do the
competencies required to lead them.
– Hay Group
Matrix Management - review
• Strong Matrix - Power rests
with Project Manager
• Weak Matrix - Power rests
with Functional Manager
• Balanced Matrix - Power is
shared
Image source: Hay Group
8
A matrix structure brings potential, but also brings
questions.
9
Investment is on an individual ability to motivate themselves and their team
How do I work
the best?
How do I
handle stress?
How do I expect
others to
perform?
What
environment
do I excel in?
10
Horizon CBCM ESCI Coaching Program WebEx - Agenda
1. Program overview and goals
2. Putting the ESCI 360 in context
3. How to read Hay Group’s ESCI 360
A.
B.
C.
Competencies
Sample
Case Read
4. Coaching plan review
5. Program resources and tools
6. Next-steps
11
Current default assessment is measure technical skills and IQ to project
success
 IQ is a very poor
predictor of job
success.
 Various studies
estimate that IQ alone
accounts for as little as
4% to 10% of success
at work.
IQ
Studies show IQ and training do not
differentiate star performers of people
in high-IQ professions that require
advanced degrees, such as Ph.D.’s
and M.B.A.’s for entry into a field,
groups made up of highly intelligent
and trained professionals.
Technical
Skill
 Only 10% of job
terminations
result from
technical
deficiencies, that
is, the inability to do
the job.
 90% of
terminations are
due to attitude or
behavior problems
or difficulties with
relationships on the
job.
 The higher people rise in the ranks of
management, the more likely they are
to have distorted self-perceptions.
 Senior level managers are likely to rate
themselves as much higher on selfawareness and social competencies
than their peers and direct reports rate
them.
12
High performers have something more critical than IQ and technical skill
IQ
?
Technical
Skill

Communication: being able to listen, converse, and present

Adaptability: creative responses to setbacks and obstacles

Personal management: motivation to work, pride, a desire to develop

Interpersonal effectiveness: teamwork, co-operation, the skills to negotiate

Organizational effectiveness: leadership potential, the desire to make a contribution
13
People are born with a set IQ that does not change in their lifetime
A person’s technical skill is acquired through study and experience
IQ is
measured
Personality?
IQ
Leadership?
Technical
Skill
Disposition?
Technical skill
is accumulated
14
Technical job ability is not a positive correlation to effective
leadershiop
What is leadership and can we measure
it?



Strategy:
 Vision
 Business Acumen
 Courage to Lead
 Planning
Action:
 Decision-Making
 Communication
 Mobilizing Others
Results:
 Risk-Taking
 Results-Focus
 Agility Leaders
15
Emotional Intelligence leads to or causes effective or superior performance
This competency is an ability to recognize, understand, and use emotional
information about oneself or others
IQ is
measured
Technical skill
is accumuated
IQ
Emotional
Intelligence is
measured, but
not fixed
Emotional
Intelligence
Technical
Skill
Competency is
observed
16
But what about culture?
Culture
IQ
Emotional
Intelligence
Technical
Skill
What is culture?
1. Ethics: Dominant characteristics of the
organization
2. Risk: The explicit values foundational for
decisions and actions
3. Trust: The dominant work environment
4. Accountability: The unwritten performance
expectations
5. Integrity: Specific behaviors that are valued
6. Alignment: Leaders who walk the walk and
who talk the talk
7. Rewards: Criteria of success
17
Emotions and competencies
Emotions you feel
Emotions are not competencies
Image source: Hay Group
18
Competency and behavior
What are Competencies? What enables a person to exhibit competency behaviors?

Competency is the name given to the specific characteristics necessary to
perform a given job well. They differentiate levels of performance in a given job,
role, organization, or culture.

Competency is any cognitive, physical, or emotional characteristic that leads to
outstanding performance in a given job is considered a competency for that job .
Image source: Hay Group
19
What are competencies
1. A cognitive intelligence is an ability to think or analyze
information and situations that leads to or causes effective or
superior performance.
2. An emotional intelligence is an ability to recognize, understand,
and use emotional information about oneself that leads to or
causes effective or superior performance; and
3. A social intelligence is the ability to recognize, understand and
use emotional information about others that leads to or causes
effective or superior performance;
20
Professions that require advanced degrees to enter field reveal IQ and
training are not what differentiates star performers
Fields that require high IQ and training
How one manages their selfawareness and their relationships
matters in:
• Conflict
Management
• Coaching and Mentoring
• Influence
• Inspirational Leadership
• Teamwork
21
Competencies
• Planning and Organizing
• Building Strategic Working Relationships
• Meeting Leadership
• Negotiation
• Business Acumen
• Executive Disposition
• Conflict Resolution
• Coaching
• Team Building
• Initiative
22
Competencies measured by Emotional Intelligence
Actions
Awareness
The higher people rise in the ranks of management, the more likely they are to have distorted
self-perceptions. Senior level managers are likely to rate themselves as much higher on
emotional and social competencies than their peers and direct reports rate them.
Personal Competence
Social Competence
Self-Awareness
Social Awareness
Self-Management
Relationship Management
23
Actions
Awareness
Competencies measured by Emotional Intelligence
Personal Competence
Social Competence
Self-Awareness
Social Awareness
Self-Management
Relationship Management
24
Actions
Awareness
Competencies measured by Emotional Intelligence
Personal Competence
Social Competence
Self-Awareness
Social Awareness
Self-Management
Relationship Management
25
Actions
Awareness
Competencies measured by Emotional Intelligence
Personal Competence
Social Competence
Self-Awareness
Social Awareness
Self-Management
Relationship Management
26
Actions
Awareness
Competencies measured by Emotional Intelligence
Personal Competence
Social Competence
Self-Awareness
Social Awareness
Self-Management
Relationship Management
27
Emotional intelligence is distinguishing factor that draws others to us or
repels them from us
The key to this begins with self-awareness
Self-Awareness
Social
Awareness
SelfManagement
Relationship
Management

We can assess and measure the four quadrants.

We can assess the impact emotional intelligence has on productivity
and bottom line results.

Competencies are measured as an assessment of observed
behaviors.
28
ESCI Coaching Program WebEx - Agenda
1. Program overview and goals
2. Putting the ESCI 360 in context
3. How to read the Hay Group’s ESCI 360
A.
Sample
B.
Case Read
4. Coaching plan review
5. Program resources and tools
6. Next-steps
29
General EI






How you will benefit
What we will cover
Leverage emotions to help you think
Manage emotions effectively
Develop your own emotional blueprint
How you will benefit
Leading with EI
"I hardly ever use the word intelligence, I think of people as either
wanting to learn, ambivalent about learning, or rejecting learning.”
Neil deGrasse Tyson, Director of Hayden Planetarium
30
Competencies measured by Emotional Intelligence
Awareness
Personal Competence
Self-Awareness
• Emotional Self-Awareness
Recognizing and understanding our
own emotions
Actions
Self-Management
•
•
•
•
Achievement Orientation
Adaptability
Emotional Self-Control
Positive Outlook
Effectively managing our own
emotions
Social Competence
Social Awareness
• Empathy
• Organizational Awareness
Recognizing and understanding the
emotions of others
Relationship Management
•
•
•
•
•
Conflict Management
Coach and Mentor
Influence
Inspirational Leadership
Teamwork
Applying our emotional
understanding in our dealing with
others
31
View of the 360 feedback – Cluster Competencies
32
View of 360 results – Cluster Competencies
breakdown
33
View of 360 results – Item Frequency
34
Agenda
1.
2.
3.
4.
Program overview and goals
Putting the ESCI 360 into context
How to read the Hay Group’s ESCI 360
Coaching plan review
A. Coaching philosophy/principles
B. Coaching plan – Elite Performance Coaching Plan
C. Breakdown of 20 hours
D. Coaches
i. Review coaching commitment and morals
ii. Identification of coaches, and
iii. Peer coaching groups
E. One-on-one coaching plans
F. One-on-one assessment review
5. Program resources and tools
6. Next-steps
35
Coaching obligation
Coaches focus:
 Help the reconcile data
 Manage the tension by exploring context and aspirations
Tension
Cur r ent State
I deal State
Goal
36
Reconcile the data
The individual must reconcile their data before they can move
forward.

Why do I see myself differently from the way others see me?

Why do different categories of raters see me differently?
Coaching to a 360º instrument.
 Things to remember:
– Responses reflect perceptions others have of us
– People respond to surveys based on the principles of “primacy” and “recency”
Perceptions are what people see us doing
 Questions to ask regarding perceptions include:
– “What did others see that make them answer this way?”
– “Can you think of a time when you acted in a way that could have led to
this perception?”
37
Intentional Change Theory
38
Coaching plan overview
Coachee:
Coach:
Start Date:
End Date:
Outcome Goal
(Identifies the specific
outcome or end state
that is desired.
Performance Goals
(Identifies the specific
performance that is
required to achieve the
outcome goal.)
Process Goals
(Identifies the specific,
measurable
activities (what I
must do?) to create
the desired
performance.
Success Metrics for
Process Goals
(Specific measures
that show success in
meeting process
(activities) goals)
Sample
 Change the
perception that I
don’t meet my
deliverables



Have my work

completed 1
business day before
it’s due.
Block and hold
time on my
calendar to work

on the project.
Manage the
expectations of my
client if I have

conflicting
priorities
When given a new 
assignment,
develop a detailed
plan of the work

needed to complete
the assignment.
Identify the
resources
necessary to

complete the work.
Say no to requests
that are not a
priority or that can
be done by
someone else.
Number of
detailed plans
completed?
Number of
assignments
completed 1
business day
before deadline
Number of
assignments
turned in on time.
Design source: Gary Best, PhD
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Performance Goals
Coach:
Character
 Lead by example and
act as a role model
 Champion diversity
 Empower others to
achieve; encourage
self assurance and
confidence
 Aim High – envision
the best possible
outcome
 Inspire trust and
trust others
 Model the core values
of caring, excellence
and integrity
Ownership
 Accept ownership
and responsibility
for the flawless
execution and the
highest quality
results associated
with goals, tasks,
projects,
assignments, and
problem solving
 Be forthright
(honest) about
problems and act
with urgency to
resolve them
 Anticipate problems
and develop cross
divisional
contingency plans to
overcome obstacles
 Focus on the big
picture, using an
end-to-end
perspective, and act
in the best interest of
the company as a
whole
Effective
 Make it easier to do
business with us—
understand your
customer’s
perspective by
putting yourself in
their shoes
 Direct and guide
yourself and others
towards process
and/or continuous
improvements; look
for better ways to do
things
 Find the right people
to quickly diagnose,
solve problems, and
take action
 Ensure all activities
are aligned with
enterprise priorities
and long term
success factors
Develop
 Coach by regularly
giving constructive
and timely
feedback
 Recognize and
celebrate
accomplishments
and appropriate
behaviors
 Build a
collaborative,
inclusive, team
environment –
fostering cross
divisional
teamwork
 Give your people
stretch goals and
provide them with
opportunities
 Create and share
successes with
others, including
internal partners
 Seek regular
feedback for self
development
Communicate
 Build cross
divisional winning
relationships and
alliances
 Communicate
clearly, succinctly,
effectively, and
professionally
 Share your point of
view even when
you disagree; fully
support the
decision once an
agreement is
reached
 Seek and welcome
other points of
view
 Listen with an
open mind
 Deal directly with
uncomfortable
situations in a
timely manner
Design source: Gary Best, PhD
40
Creating the plan for change
The plan must be something the
person is passionate about
Creating the action plan

The goals should be challenging,
yet achievable

The goals should be measurable
and have timelines

Specific goals will spell out the
expected outcomes and the
required support—who will
provide that?

What are the strategies when a
person encounters obstacles?
Choose One or Two Areas for
Change

To change means to “hard-wire”
new behaviors—this activity is
like building muscle

It is easiest to be successful
when you focus on one or two
things—practice developing
these “muscles” for at least six
months
41
Agenda
1.
2.
3.
4.
5.
Program overview and goals
Putting the ESCI 360 in Context
How to read the Hay Group’s ESCI 360
Coaching plan review
Program resources and tools
A.
B.
C.
D.
E.
F.
G.
Videos,
Worksheets,
Reading packets,
One-on-one calls,
Team calls,
Articles, and
Self-managed study/Community of Practice groups
6. Next-steps
42
Agenda
1.
2.
3.
4.
5.
6.
Program overview and goals
Putting the ESCI 360 into Context
How to read the Hay Group’s ESCI 360
Coaching plan review
Program resources and tools
Next-steps
A.
Review of your ESCI assessment - Look for highlights, surprises, insights; from
both the assessor and the coaches point of view
B. Set up one-on-one review with coaches
C. Review short-term timeline and action items
D. Choose a coach
43
Contact
@TobyElwin
But I don’t want to go among mad people,” Alice remarked
[email protected]
“Oh, you can’t help that”, said the Cat: “we’re all mad here.
https://TobyElwin.com
I’m mad. You’re mad.”
“How do you know I’m mad?” said Alice
“You must be,” said the Cat, “or you wouldn’t have come here.”
Alice’s Adventures in Wonderland, by Lewis Carroll
Blog Resources @TobyElwin.com
 Human Capital Risk
 Emotional Intelligence
 Appreciative Inquiry
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