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 Some Key Points:
• Behavior-based
(evidenced-based) coaching is a third wave psychological approach
(looking forward and not backward) to achieving sustainable
behavioral change in a relatively short time frame. We learn and
unlearn to established laws, and validated behavioral change
techniques can alter the way we behave.
Today, the specialist fields of behavioral neuroscience,
brain-based learning, neuropsychology and have helped us open
new windows of explanation as to who we are and what we are capable
of. Behavioral coaching is evidence-based in that it applies
recent behavioral science research: 1) on why and how
“coaching” works and, 2) to bring about measurable, sustainable
learning acquisition and change.
Rather than concentrating of what leaders are,
as the traditional trait approach urges, today's
behavioral approach
has enabled us to look at what people do.
Personality traits and leadership traits are difficult to measure.
How can we measure traits such as honesty, integrity, loyalty, or
diligence? To measure traits, researchers relied on constructs which
lacked reliability and, given differing definitions, also lacked
validity. Today, researchers have turned to an examination of leader behaviors. With behaviors, researchers could rely on empirical
evidence. Behaviors, contrary to traits, can be observed, assessed
and measured.
Behavior = A person's actions
-which are controlled by the sum of their emotions, thinking, beliefs and feelings
about specific ideas, situations, or other people. The three primary
types of organizational behavior are: Leadership Behavior, InterGroup
Behavior and Political Behavior.
All learning leads to nothing when people don’t change their thoughts
and actions (read: behavior). 21st Century, professional coaching is an
integrative approach founded on the behavioral sciences.
Today, a
coaching model must encapsulate emotions,
beliefs, values, attitudes and motivation levels. See:
Behavioral Coaching Institute's
Neuro-Self-Transformation
Principles of behavior based coaching ('behavior' derived from the
term 'behavioral' sciences and not the limiting theory of behaviorism or
behavioral psychology) have developed over recent years from the fields
of evidence based psychology, neuroscience and validated and proven
organizational change principles.
The five primary
influences to behavior based coaching:
1) Neuropsychology / Neuroscience -the study of
the relationship between behaviour, emotion, and cognition on the
one hand, and brain function the other.
2) Emotion Focused Approach – how to become aware of and make
productive use of emotions.
3) Evolutionary Psychology - explains mental and
psychological traits as the functional products of natural
selection.
4) Cognitive-Behavioral Approach -how to enhance thinking
skills, conceptual thinking and decision making e.g.;
self-responsibility.
5) Solution-Focused Approach - focusing on solutions not
problems e.g.; finding out what works and and doing more of it and
stopping doing what doesn't work and doing something else.
Coaching at Work: Generally the reasons for
seeking out a coach are linked to the desire for change at one or
more of three levels. For example, there may be issues around:
- Intrapersonal skills– e.g. a desire to become more effective at
time-management
- Interpersonal skills– e.g. a desire to develop more productive
relationships with fellow workers
- Organizational skills– e.g. a need to develop a more strategic
approach to organizational policy
By positively changing an individual's
behavior at any one of the above levels the organization as a whole
will benefit as the individual increases his or her effectiveness.
See also: Mental Skills Coaching for Sports
and other professions >
Behavior s
are learned and can be "unlearned"-
Behavior is not a person's innate Personality:
-The
temptation to attribute the cause of performance problems solely to
personal style
and individual motivation issues.
It is vital that today's leaders/managers understand the difference
between trying to change someone’s personality and trying to change
someone’s behavior. Unfortunately, most managers make no
distinction. Leaders/managers typically believe that the root cause
of most employees’ performance problems is related to who
they are (their personality) rather than what they
do
(their behavior.) They often communicate a belief -often indirectly
and unintentionally -that performance problems are related
to personality issues. A
common
solution is to
encourage the employee to change themselves through some personality
type profiling change program. This not only doesn’t work but
communicates blame to the employee's personality.
Defining
Behavior = Better Performance :
Behavior-based coaching provides a better, proven
framework for looking at the root causes of behavior, one that
starts with a clear definition of behavior.
The ability to describe behavior
(personal skills)
in objective, observable terms is an important performance tool for
leaders/managers. Describing behavior in observable
terms helps managers to balance their focus on process and outcomes.
Leaders/managers also need to understand the effects of their
behavior on themselves and others.
Describing behavior makes finding a solution easier whereas
focusing on personality issues invariably makes the task very
difficult:
By objectively discussing behavior, leaders/managers also
keep work-related discussions in a constructive problem-solving mode
that is less likely to make employees defensive. Objectively
discussing behavioral concerns is so much easier than trying to
change an employee’s personality or motivation. Furthermore,
discussing objective behavior makes effective communication easier.
When discussing internal attributes, such as personality, different
people have different interpretations of the terms being used.
Objectively describing behavior helps keep everyone on the same page
and lowers the risk of miscommunication.
For example; a senior manager of a large firm, for
years had received critical descriptions of himself as a controlling
micromanager. In the past, he wasn't really shown how to address the
problem because words such as controlling made statements
to him about his personality. Recently however, he begun working
with a coach who took a behavior-based approach about helping him
change his actions
rather than his so-called personality. As such, he was provided
the requisite behavioral tools to help exchange his key
behavioral drivers affecting his controlling approach. Within a short time, the entire organizational
environment around him changed. People felt they could actually do
their jobs without getting approval for every single move and…more
things were getting done. The change in his behavior had
changed his life for the better and that of everyone around him.
The Need for Behavioral based Coaching:
-Traditional deployment of outdated coaching skills training initiatives
fail to produce sustainable change in behaviors.
Today's organizational goal is to utilize a
professional development change program that changes behaviors and
enhances performance so that business objectives are achieved. Many
coaches are failing this challenge to positively impact an employee's
individual perceptions, self awareness and relationship management,
and ways of approaching people, problems and situations differently than
in the past.
Behavioral competencies:
Too often in organizations people are hired or promoted for
their technical expertise and fail because of their behavioral
competencies. Behavioral competencies are not innate talents, but
learned abilities, each of which has a unique contribution to making
leaders more resilient, and therefore more effective. Behavioral
competencies control the leader's/manager's ability to perform, get
along with others, adapt to changing situations, and other issues.
The difference
between technical and behavioral competencies:
Technical competencies are usually learned (in an educational
environment or on the job) whereas behavioral competencies
(self-awareness, self-management and work habits and values) are
typically learned through life experiences.
Behavioral competencies are the processes or control laws that use
the technical competencies to achieve and/or maintain goals.
Traditional business coaching fails to deliver:
Traditional coaching, built around Effective Listening
Skills, Questioning and Goal Setting etc, falls well short of
developing behavioral competencies. Coachees are given feedback
about how to do it better, what to change, what the standard is for
high performance etc. However, this "one size fits all",
simplistic approach to developing competencies is ineffective as it
ignores our individual complexities.
In traditional
coaching the participants shortly revert to habitual patterns at the
conclusion of the coaching cycle.
It's an expensive venture for a short-term "buzz." Thus,
the challenge for coaching professionals is to enhance
organizational effectiveness with a behavioral change and
learning model that strengthens and sustains individuals in their
behavioral competencies.
The rapid acquisition of lasting personal skills and learning
acquisition is an essential challenge facing all organizations.
Training alone cannot ensure competence. It simply comes down
to changing a person's behavioral patterns—what people do and don’t
do to make the acquisition of each new skill a reality
and how they can fulfil their potential.
-- SUMMARY --
Behavior based coaching has its
foundation in the applied behavioral sciences:
The applied behavioral sciences provide a method for understanding the behavioral
side of coaching. The behavioral sciences provide us with a rigorous way
to approach the people side of the change process and show us how
to understand and successfully work with behavior if we analyze the
factors that influence the behavior. The principles and
procedures of behavior-based coaching have been developed and verified
through a combination of many years of rigorous evidence-based
psychological principles fused with proven management, leadership and
organizational change principles and practice.
The first step is to recognize that developing a behavior based
coaching program depends on which appropriate methodology is used
and the rigor with which the necessary behaviors are identified,
measured and addressed. See:
Neuro-Self-Transformation
Behavior based coaching is also a way of distinguishing professional
coaching practice grounded in proven science versus the simplistic,
unproven coaching approach popularized by the many ill-trained and
unqualified "coaches".
The bottom-line:
Unleashing the full power of an organization starts with the individual.
With behavior based coaching the individual can be shown how to
self-manage himself or herself and significantly up-grade his or her
personal and professional skill sets, feel balanced, alert, in control
and powerful and be able to make the greatest contribution to the
organization. When an organization's people move into a zone of optimum,
sustainable best performance, so does the organization.
How to become a behavior
coach..
 
Why should you get certified in Behavioral Coaching?
" Behavioral
Coaching is currently the number one, most in-demand coaching
discipline in the challenging environment we now live in.
Today, more than ever, there is a critical need for this
specialist behavior focused service in both
the good and not-so-good times."
- LA Times
Today, we are witnessing a new direction
in organizational coaching towards the
integration of cutting-edge, neuro-behavioral
intervention
coaching
models, tools and techniques. This exciting
direction heralds a new era in
the learning and development field where the role of
the latest neuro-behavioral sciences and
other human services fields is driving the
development of high performance coaching practice to
previously unreachable levels of sustainable
success and widespread application.
Managing employees' behavioral health is now increasingly
high on companies’ priorities.
In addition to
the stress of the pandemic, working from home has created
significant stress in the life of many employees, and for those
transitioning back to the office there is the need to readjust
to a changed work environment and manage new stressful situations
they find themselves in.
In today's 'new
world' economic environment the key to an organization's
ability to survive and thrive is dependent upon the performance
and behavioral development program under the direction of
in-house, trained and certified high performance, behavioral
change professionals.
Increase your confidence and achieve better results
working with a wide range of interventions with clients from
all positions, of all ages. Behavioral
Coaching
confirms that you have obtained the requisite scientifically advanced
models and toolkit to work with a wide range of behavioral
interventions.
Upgrade your expertise
Enjoy the confidence that comes from knowing how to provide
world-best-class services, and from having obtained proven,
evidence-based intervention tools and techniques (based on
the behavioral sciences) to help your
clients.
Amplify your professional credibility
Behavioral Coaching is acknowledged as the leading
individual and group performance enhancement service delivery model in today's rapidly
changing world. With increased visibility and use, also comes
increased scrutiny. When you get certified, it tells your
clients and referral sources that you've achieved a high level of
knowledge and mastery.
Currently, our invitational, diploma trainings are only open to
professionals who have had prior experience in people
development.
The key to success in any coaching initiative is the selection of the
appropriate
behavior based change model
to fit
the client's specific needs.
For over 25 years the Behavioral
Coaching Institute's
industry-proven,
accredited
Diploma and Certificate Coach
Courses
(world's
top-rated professional coach courses
-ICAA
Survey)
has meet the critical
needs for coaches to be trained and mentored in the use
of a range of
validated, reliable
behavior based
coaching
models, tools and techniques.
See: -The Institute's,
internally recognized,
invitational, fast-tracked,
Diploma and Certified Master Coach
courses (Self-study, Campus or Distance Learning Format).
Read
More >..
>>Related Articles:
Intelligence and Behavior
:
The
New Science of Coaching
© Behavioral Coaching Institute
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Certified
Master Coach and Diploma Coach Course -Some
Preliminary Guide
Notes:
Child, Youth and Parent Behavior Coaching:
-Achieving
Validated, Measurable Behavioral Change
©
(includes extracts from text book 'Behavioral Coaching' by Zeus and Skiffington -published and copyrighted by McGraw-Hill, New York)..
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Before
the pandemic, there was already a shortage of behavioral
health coaches. Parents surveyed last year said their
child’s mental health had worsened, and at the same
time, the number of children receiving behavioral
support services decreased dramatically.
“When we got (my son) in to care, no one told me how to
help him when he was having an anxiety attack,” a parent
claimed.
For every step of a care journey that a child has, more
and more parents and caregivers are enrolling their
children into behavior focused coaching.
Today, children, teens and their families have the
option having virtual visits with kids certified
behavior coaches.
Around age six, kids can talk to a coach one-on-one, but
family is still typically very involved. At older ages,
sessions can be private, but caregivers still receive
advice on how to support their child. Many parents are
now enrolling themselves as partner behavioral coaches
alongside their behavior coach.
A fundamental shift in terms of what families are
today dealing with.
More recently there has been a demand for coaching to
families that might not be ready to formally start-up a
long-term coaching plan, but still have concerns they
want to address.
For example, last year many kids became very anxious
during certain, localized extreme weather events.
Families have also sought help on ways to have
supportive conversations with youth who were battling
image/identity issues.
During the height of the pandemic, many families needed
support for anxiety or help establishing routines. Now,
as people have eased back into their old routines,
they’re facing new challenges eg; gender dysphoria, body
image questions, anxiety around returning to school, a
sense of grief and loss around high schoolers that have
lost a big chunk of their high school experience etc.
The importance of emotional competence and
self-regulation from birth: the need for a
evidence-based emotional cognitive social early learning
approach
Neuroscientific advances demonstrate that the age range
from zero to 5 years old represents a critical window
for both learning and teaching, which must involve the
development of emotional competence and the growth of
self-regulation as a foundation for long-term academic,
personal, and social success, promoting mental health
and well-being.
Recent findings suggest that these capacities emerge
from the co-regulation of empathic social and emotional
interactions between a caregiver and young child.
Importance of emotional competence and
self-regulation in social, emotional, and cognitive
success.
To build this foundation for social and academic
success, young children need to develop emotional
competence (Denham 2006), i.e., the regulation of
emotional expressiveness and experience, and knowledge
of one’s own and other’s emotions (Denham et al. 2012).
Neural circuits connected with emotion regulation are
highly interactive with those associated with executive
functions involving attention, working memory,
inhibitory control, and cognitive flexibility (National
Scientific Council on the Developing Child 2004, 2007,
as well as problem-solving skills, rendering them
central to learning during the preschool years and
beyond (Blair and Razza 2007).
Young children’s understanding of and ability to
regulate emotion has also been shown to be clearly
linked with early academic success (National Scientific
Council on the Developing Child 2004).
The Behavioral Coaching Institute’s Child, Youth,
Parents Behavioral Coach training course and emotional
competence
The course’s knowledge sets, behavior change models and
behavior toolkit provided to graduates equips them to
help young children develop a a range of behavioral
competencies. Through shared experiences, with the coach
and trained parents as a partner coach, children also
learn how to regulate their own emotional arousal.
Children with poor social–emotional competence and
self-regulation not only appear to have more difficulty
transitioning to school, but they also are at increased
risk for low academic achievement, behavioral and
emotional problems, peer rejection, and school dropout
(McClelland et al. 2006). Moreover, children who learn
social–emotional skills early in life tend to be more
self-confident, trusting, empathic, intellectually
inquisitive, competent in using language to communicate,
and better capable of relating well with others (Cohen
et al. 2005).
The Institute’s course focuses on building behavior
foundations of learning and cognition to help children
develop emotional competence on the path toward
effective self-regulation to promote a positive sense of
self, mental health, and well-being.
Given the little research conducted in classroom
settings with young children and, in particular, about
how early childhood educators promote emotional
competence among children, it is crucial to develop,
explore, and implement early development programs that
employ a variety of evidence-based, behavior change
techniques focused on emotional and self-regulatory
skills in young children. The Institute’s course is one
such program.
This emotion-focused approach can have long-term
implications for children’s mental health, well-being,
and success and is recommended by behavioral scientists
for integration into early childhood education globally.
Current post-intervention outcomes point to the
potential for distal benefits (i.e., long-term
outcomes), and ideally provide the foundation for future
application of this approach at a broader, societal
level.
The Institute’s child, youth and parent coach
certification program trains private practitioners and
teachers alike.
The key to success in any
child, youth and parent coaching initiative is the selection of the
appropriate
behavior based change model
to fit
the client's specific needs.
For over 25 years the Behavioral
Coaching Institute's
industry-proven,
accredited
Diploma and Certificate
Coach Courses
(world's
top-rated professional behavior coach courses
-ICAA
Survey)
has meet the critical
needs for coaches to be trained and mentored in the use
of a range of
validated, reliable
behavior based
coaching
models, tools and techniques.
See: -The Institute's,
internally recognized,
invitational, fast-tracked,
Child, Youth and Parent Certified Master Coach and Diploma
course (Self-study, Campus or Distance Learning Format).
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