Emotional Intelligence

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Emotional Intelligence CoachingA marriage
made in heaven? A Tale From the Field

• Margaret Chapman John Arnold
• 1st Australian Evidence-Based Coaching
  Conference, Sydney, July 2003.

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Structure of Presentation

• Background
• Approach
• Method
• Intervention
• Evaluation
• Reflections implications for EBC
• Final thoughts from the team

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Background

• EI poorly conceptualised speculative
• Nevertheless captured popular attention worldwide
• Few empirical studies on how to develop EI,
  particularly in non-managerial population
• Whilst coaching espoused as important, what
  techniques are useful, are ignored
• First reported attempt to explore role of
  coaching in developing EI amongst non-executive
  population

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Approach

• Action research
• Case study Pilot
• Public sector, housing
• City Council, East of England, UK, 1000
• 7 Housing officers
• Merger of two teams
• Integration development
• Best practice guidelines
• Cherniss Adler, 2000
• EI intervention
• Chapman, 2001

What?
Who?
Research Focus
How?
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Method
1. Secure Commitment
Best Practice Cherniss Adler (2000)
2. Prepare for Change
4. Evaluate
3. Train Develop
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EMOTIONAL INTELLIGENCE AS A TEAM DEVELOPMENT
STRATEGY
Secure Org Commitment
Prepare for Change
Train Develop
Monitor Evaluate


Move when time / culture right
Assess Needs Org / individual
Feedback
Identify business case / find a powerful champion
Set goals / integrate / build support
Emotionally Intelligent Team
EI interventions / experiential Coaching
Establish benchmarks
From Chapman, 2001 (Adapted from Cherniss
Adler, 2000)
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Intervention
Psychometric Assessments
Team EI Development
Journal
Workshops
Coaching
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1. Secure Commitment

• Introduce EI to Head of Housing
• Presentation to SMT
• Proposal on approach benefits (why?)
• Outline Intervention (what and how)
• Briefing to participants
• Establish benchmarks

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2. Prepare for Change

• Assessments
• Team/Individual Personality
• MBTI
• Emotional Intelligence
• Boston EIQ
• ASE EIQ 360 for team leader
• Verbal Written Briefing on theory background
  to EI

• Interviews Goals of EI to develop
• Team Identity unity
• Cohesion, collaboration commitment to shared
  values
• Raise profile
• Engender positive working relationships
• Build climate of trust, openness, support
  learning
• Create an environment that is dynamic, fun
• AND get the job done!

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3. Train and Develop
5-Step Model of EI (Chapman, 2001)
Feedback
Coaching
5. Emotional Coaching
Transformational Incorporating Distributed Practic
e
Training
4. Relationship Management
3. Self Motivation
Self Reflection
Cognitive Affective Learning
2. Emotion Management
1. Self-Awareness
Multiple Intelligences
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Workshops

• 1 day a month over five months
• Each workshop centred on 1 of the 5 steps
• Pre-workshop briefing (written timetable)
• Learning review (pre-work team issues)
• Icebreaker
• Combination of facilitated input theory on
  EI/topic experiential exercises feedback
  paired exercises syndicate work team goal
  setting eliciting metaphors video poetry
  music drawing
• Use of multiple intelligences (VAK)
• Review and action planning

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Coaching Model

• Integrative Coaching
• Neuro-Linguistic Programming
• NLP Dilts et al. 1980 OConnor, 2001
• Cognitive Behavioural Coaching
• (CBC Neenan Palmer, 2001)
• Rational Emotive Behavioural Therapy
• (REBT Ellis, 1955)

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E-Coaching Process

• 5 x 1 hour 11 sessions (in between prior to
  workshops)
• Structured around E-Coaching
• process
• Alliance
• Assessment
• Analysis
• Alternatives
• Action Planning
• Application
• Review, feedback evaluation
• Models NLP CBC REBT

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4. Evaluate Change

• Post Measures of EI for Team Members (Boston EIQ)
• Across all 5 dimensions (self-awareness emotion
  management self motivation relationship
  management e-coaching) overall EI mean scores
  had increased
• Differences between pre post measures are
  statistically significant in 4 of 5 dimensions,
  one exception being emotion management
• Most significant shifts reported on Intrapersonal
  dimensions in line with literature, that
  suggests self-awareness is the cornerstone of EI
• Goleman (1998) it is the self-awareness of
  emotional intelligence that differentiates it
  from otherdevelopment

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Evaluation Quantitative

• Post Measure of Team Leaders EI as measured by
  ASE 360-degree EIQ indicate a widening gap
  between the managers own perception of EI and
  that reported by her team members
• Finding runs counter to literature that suggests
  that colleagues ratings on 360-degree feedback
  tend to be lower than self-assessments

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Illuminative Evaluation(Parlett Hamilton in
Bramley, 1996)

• Concern with description interpretation
• Achieved through progressive focusing
• Systematic reduction of breadth of enquiry to
  concentrate on emerging themes
• Values diversity of thoughts, feelings opinions
  of all stakeholders
• Method Focus Group interviews
• Findings centre on views and outcomes of
  programme participants

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Outcomes of EI Intervention to Housing Officers

• Emphatic agreement as to the importance of the
  coaching element within EI
• Provided space to reflect an opportunity to
  explore their feelings about incidents at work (
  recorded in journal) and other people with whom
  they interacted to explore issues arising from
  workshopsdevelop clearer goals to widen their
  perceptions of themselves and others and to
  broaden their horizons

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Outcomes to Housing Officers

• Cognitive orientation of coaching enabled
  individuals to tilt their worlds slightly
  identify the relationship between their thoughts,
  feelings and behaviours
• Providing empirical support for Becket (2000)
  observation that coaching encourages individuals
  to increase their self-awareness of thinking,
  moods and emotions (in Neenan Palmer, 2001)
• Nevertheless despite value of coaching strong
  belief that to develop EI you need both I.e.
  coaching and workshops
• In terms of Interpersonal dimension of EI, the
  illuminative evaluation reveals increased levels
  of team cohesion, collaboration appreciation of
  individual differences, leading to mutual
  understanding, both within the team and other
  teams with whom they interact

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Reflections
Increase in self Reported EI
Coaching and Emotional Intelligence is indeed a
marriage made in heaven
Feeling that EI Had improved
Integrative Framework
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Implications for EBC

• Small but significant piece of evidence that
  coaching is a worthwhile activity
• Useful illustration of the scientist-practitioner
  model in action (not universally accepted these
  days as a legitimate model for applied
  psychology)
• In coaching, such a model is possible, if one is
  willing to go beyond a positivist view of science
  (Corrie Callaghan, 2000)

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Future Challenges

• Findings suggest that both 11 and group
  experiences are needed to develop EI, future
  research might incorporate a control group, that
  does not experience coaching intervention
• How do we define coaching? as first author was
  both group facilitator and coach, could whole
  intervention been coaching? (11 and team?)
• Further challenge To identify which elements of
  the coaching approach reported here, make a
  difference, not only in terms of techniques, but
  also the quality of the coaching relationship

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Some final thoughts from the team

• Six individual, individuals in a room, with two
  psychologists and a Cosmopolitan quiz
• Maybe that will get them to sort out the weekly
  rota?
• Navel Gazing and poking around
• Exposing some feeling
• So thats why they do that
• Weird bunch oh, the rotas been done
• Thinking, feeling, judging and perceiving
• Sense or intuition?
• Introvert or extravert
• Scientific gibberish to give 6 individuals the
  excuse that they need
• on every and any occasion

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And so the tale ends

• Time for motivatingto raise those low scores
• Some positive self-talk and goals to prepare
• Yuck! this is too positive, too touchy-feely
• Ahathats better S Club 7 will send some
  reeling
• Strength and stability, thats what theyve got
• Its time to share and break down the rot
• We can do it! (Should, ought and must)
• Its our turn to prove it and to get Best Value
  sussed!
• So thanks to one great psychologist and all of
  you
• Weve got 6 wonderful individual, individuals
• Ohand a new rota to do (Sept, 2002)