Emotional Intelligence coaching introduction

www.TobyElwin.com
Emotional Intelligence
Coaching Introduction
for
Major Healthcare Provider
Presented by Toby Elwin

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
Coaching Program WebEx - Agenda
2

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
6. Next-steps
Agenda
3

A. September Design Session
i. Bedside manner (EI) September
ii. High-Performing Teams one-on-one recap
iii. Dimensions that support team
a. Clear and shared goals or purpose
b. Clear and shared roles/responsibilities
c. Supportive and empowering relationships
d. Clear and shared procedures
e. Nurturing and challenging leadership
f. Evolving energy and spirit
g. Productivity and performance
h. Complete, purposeful, and uplifting communication
B. December MD team building:
i. Matrix management
ii. Self-assessment – motivating self and others
iii. Change and resilience
3. How to read Hay Group’s ESCI 360
5. Program resources and tools:
6. Next-steps
Agenda
4

 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
We have worked with Emotional Intelligence throughout previous offsite -
review
 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

1. Self Awareness
2. Self Management
3. Social Awareness
4. Relationship Management
Known as Bedside Manner or, more formally, Emotional
Intelligence
Relationships in a New Operating Model
 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 communication1
6

Question: What skills* are needed to
motivate a team?
*Skill is an ability acquired through training
while competency is a set of defined
behavior achieved through skill or
knowledge.
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
4. Team, and
5. Networking
7

Leading in a matrix
Matrix Management - review
• Strong Matrix - Power rests
with Project Manager
• Weak Matrix - Power rests
with Functional Manager
• Balanced Matrix - Power is
shared
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
Image source: Hay Group
8

A matrix structure brings potential, but also brings
questions.
9

How do I work
the best?
How do I
handle stress?
What
environment
do I excel in?
How do I expect
others to
perform?
Investment is on an individual ability to motivate themselves and their team
10

3. How to read Hay Group’s ESCI 360
A. Competencies
B. Sample
C. Case Read
6. Next-steps
Horizon CBCM ESCI Coaching Program WebEx - Agenda
11

IQ
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.
 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.
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.
 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 self-
awareness and social competencies
than their peers and direct reports rate
them.
Technical
Skill
12

 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
High performers have something more critical than IQ and technical skill
? Technical
Skill
IQ
13

Technical skill
is accumulated
People are born with a set IQ that does not change in their lifetime
Personality?
Leadership?
Disposition?
Technical
Skill
IQ
IQ is
measured
A person’s technical skill is acquired through study and experience
14

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
Technical job ability is not a positive correlation to effective
leadershiop
15

Emotional Intelligence leads to or causes effective or superior performance
Emotional
Intelligence
Technical
Skill
IQ
IQ is
measured
Competency is
observed
Emotional
Intelligence is
measured, but
not fixed
Technical skill
is accumuated
This competency is an ability to recognize, understand, and use emotional
information about oneself or others
16

But what about 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
What is culture?
Emotional
Intelligence
Technical
Skill
IQ
Culture
17

Emotions you feel
Emotions and competencies
Emotions are not competencies
18

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.
Competency and behavior
19

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;
What are competencies
20

Professions that require advanced degrees to enter field reveal IQ and
training are not what differentiates star performers
How one manages their self-
awareness and their relationships
matters in:
• Conflict
Management
• Coaching and Mentoring
• Influence
• Inspirational Leadership
• Teamwork
Fields that require high IQ and training
21

• Planning and Organizing
• Building Strategic Working Relationships
• Meeting Leadership
• Negotiation
• Business Acumen
• Executive Disposition
• Conflict Resolution
• Coaching
• Team Building
• Initiative
Competencies
22

Competencies measured by Emotional Intelligence
Personal Competence Social Competence
Awareness Self-Awareness Social AwarenessActions
Self-Management Relationship Management
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.
23

24

25

26

27

Social
Awareness
Self-
Management
Relationship
Management
Emotional intelligence is distinguishing factor that draws others to us or
repels them from us
Self-Awareness
 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.
The key to this begins with self-awareness
28

A. Sample
B. Case Read
6. Next-steps
ESCI Coaching Program WebEx - Agenda
29

 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
General 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

Awareness
Self-Awareness
• Emotional Self-Awareness
Recognizing and understanding our
own emotions
Social Awareness
• Empathy
• Organizational Awareness
Recognizing and understanding the
emotions of others
Actions
Self-Management
• Achievement Orientation
• Adaptability
• Emotional Self-Control
• Positive Outlook
Effectively managing our own
emotions
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

2. Putting the ESCI 360 into context
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
6. Next-steps
Agenda
35

Coaches focus:
 Help the reconcile data
 Manage the tension by exploring context and aspirations
Coaching obligation
Current State Ideal State
Goal
Tension
36

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?”
Reconcile the data
37

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
39

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
Performance Goals
Design source: Gary Best, PhD
40

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?
Creating the plan for change
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

2. Putting the ESCI 360 in Context
A. Videos,
B. Worksheets,
C. Reading packets,
D. One-on-one calls,
E. Team calls,
F. Articles, and
G. Self-managed study/Community of Practice groups
6. Next-steps
Agenda
42

2. Putting the ESCI 360 into Context
6. 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
Agenda
43

@TobyElwin
email@TobyElwin.com
https://TobyElwin.com
44
 Human Capital Risk
 Emotional Intelligence
 Appreciative Inquiry
Blog Resources @TobyElwin.com
Contact
But I don’t want to go among mad people,” Alice remarked
“Oh, you can’t help that”, said the Cat: “we’re all mad here.
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

Emotional Intelligence coaching introduction

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