Jason Giesbrecht

Jason is a seasoned senior healthcare leader and physiotherapist with more than 22 years’ experience successfully leading teams within large and complex healthcare systems.  He has successfully led across virtually all healthcare sectors including acute care, residential care, assisted living, community care, diagnostic imaging, laboratory services, primary care, rehabilitation and allied health services.  Through the duration of his career, Jason has held numerous senior level positions such as Regional Director, Executive Director, Health Services Administrator and Chief Operating Officer.

Jason combines his passion for leadership with a commitment to continuous learning and evidence informed leadership practice through academic partnerships and collaboration.  He is currently an Adjunct Professor in the Faculty of Medicine at the University of British Columbia (Canada) and Adjunct Lecturer in the College of Medicine, Nursing and Health Sciences at Fiji National University where he leads graduate level courses on healthcare leadership and management.  In addition, Jason has collaborated with numerous academic institutions across western Canada, the South Pacific, and the Middle East to offer applied management training and leadership development opportunities.

With a keen interest in global development and international health, Jason has led and contributed to health system improvement projects in Central America and the Middle East.

Jason brings a practical firsthand leadership experience lens to leadership development and facilitation.  With diverse real-world leadership know-how, he is able to translate theoretical leadership concepts into no-nonsense solutions for leaders struggling with day to day challenges.   Using this approach, Jason has facilitated numerous leadership and emotional intelligence workshops, co-authored a number of e-books on leadership, and has been published in a well-respected peer-reviewed medical journal.

He holds a Bachelor Arts degree (Psychology) and Bachelor of Science degree (Physical Therapy) from the University of Saskatchewan, a Master of Science degree (Physical Therapy) from the University of Alberta, and a Graduate Certificate in Health System Leadership from Royal Roads University.  Jason is also an EQ-i / EQ360 Certified Practitioner and Achieve Global Leadership trainer.

Jason has spent nearly two decades coaching leaders through challenging situations, advising senior executives, mentoring new managers, and successfully leading complex transformative change initiatives within large healthcare systems.

Principal Consultant 


Drew is an established leadership and organization development practitioner with more than a decade of experience coaching leaders, developing programs, and creating solutions that generate results. He has experience working with leaders, coaches, consultants, and organizations of all sizes. His broad exposure to organizations in a variety of sectors has allowed him to witness first-hand the difference that effective leaders, and effective leadership practices, can have on an organization and the people within it.

He is a Premier Partner and an approved Certifying Trainer for the EQ-i and EQ360 instruments by Multi-Health Systems (MHS), as well as the Risk Type Compass assessment and the Pearman Personality Integrator. In addition, he holds certifications as an Achieve Global Master Trainer, is a qualified MBTI practitioner, and is certified in the Hogan HDS, HPI, and MVPI instruments.

Drew holds an MSc in Organizational Psychology from the University of London, England, and an MA in Leadership from Royal Roads University in Victoria, Canada. He is a member of the Canadian Psychological Society (CPA) and the Society for Industrial and Organizational Psychology (SIOP)

Senior Associate 



Our approach to emotional intelligence training involves an “in person” workshop that is designed specifically with the rehabilitation professional in mind.  Prior to the session, each participant completes an EQ- i 2.0 online assessment. The results of this assessment form the foundation of the workshop and subsequent emotional intelligence development activities. During EQ-i 2.0 assessment, the participant answers a series of questions related to five emotional intelligence composites (Self Perception, Self Expression, Interpersonal, Decision Making, and Stress Management) from the EQ-i 2.0 model. Once the participant completes the self-assessment, a confidential “Leadership Report” is generated and sent to the learner shortly before the workshop.  The Leadership Report examines the EQ-i 2.0 results through four key dimensions of leadership: Authenticity, Coaching, Insight, and Innovation. The participant’s results can be compared against those of top leaders, creating a coaching benchmark for exceptional emotional intelligence performance. The leadership report also contains insights on the leadership and organizational implications of the participant’s results, information about skills that have the highest potential to be leadership derailers, as well as strategies for development aimed to help the participant reach his or her true leadership potential.  The EQ-i 2.0 Leadership report is debriefed through individual and group activities in order to further deeper the participant’s understanding of emotional intelligence.   The “EQ Edge” book is provided to all participants following the course.


Individualized one on one coaching is offered to those participants who would like to more deeply explore their EQ-i 2.0 Leadership Report.   Please click on the mail icon on the lower right of your screen for information on pricing, course registration, or to schedule an appointment.


The EQ360 Report provides an in-depth analysis by having those who work with the learner and know the participant personally provide feedback in addition to the participant’s self-assessment. Allowing for unlimited raters (Managers, Peers, Direct Reports, Friends and Family), these observer ratings are compared with the learner’s self-assessment in order to provide a 360˚ view of his or her effectiveness. This allows the learner to see areas of strengths and blind-spots as seen through the eyes of the rater groups, providing opportunities for development.  A one hour debrief (one on one) is included in this service.  Click HERE for more info…

Facilitation Services

Have you ever worked with a facilitator that does not understand rehabilitation? It can be frustrating and time consuming to explain the rehabilitation industry to a facilitator in preparation for your team event. RehabEQ offers a full suite of facilitation services that are fully customized for your team development event, strategic planning session, visioning workshop, or other gatherings of rehabilitation groups or teams where the leader would prefer to participate rather than facilitate the session. RehabEQ facilitators are licensed rehabilitation professionals who are experienced within the rehabilitation industry and are expert group facilitators – all in one!



As the EQ-i 2.0 measures emotional intelligence (EI), it’s important to consider what EI is, what it measures, and how is can impact people and the workplace.


Emotional intelligence is defined as “a set of emotional and social skills that influence the way we perceive and express ourselves, develop and maintain social relationships, cope with challenges, and use emotional information in an effective and meaningful way.” Emotional intelligence (EI) as defined here and applied in the Emotional Quotient Inventory (EQ-i 2.0) reflects one’s overall well-being and ability to succeed in life.


While emotional intelligence isn’t the sole predictor of human performance and development potential, it is proven to be a key indicator in these areas. Emotional intelligence is also not a static factor — to the contrary, one’s emotional intelligence can change over time and can be developed in targeted areas.


Therapists work with people who have often experienced very difficult life events. Many times, these life events have impacted the patient physically, psychologically, and emotionally. A patient’s functional improvement is directly related to the clinician’s ability to successfully build rapport, accurately interpret emotional responses, and skillfully support the patient through the recovery phase of their condition. In other words, a clinician’s emotional intelligence can have a significant impact on their clinical success and a patient’s achievement of their functional goals. The EQ- i 2.0 evaluates the interactions between a person and their environment and uncovers specific areas of emotional intelligence that require development or improvement. Through feedback, learning and reflection, the clinician can improve their emotional intelligence and, as a result, enhance job satisfaction and improve patient outcomes.