Content: Executive Coaching, Workplace Coaching Development, executive coaching theory, executive coaching best practices, coaching change models,
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 -Some Introductory Notes:
 Coaching Development and the Future of Workplace Coaching
Organizational, Business and Executive Coaching

    (includes extracts from text book 'Behavioral Coaching' by Zeus and Skiffington -published and copyrighted by McGraw-Hill, New York)
Modern coaching theory is becoming increasingly complex.
New science developments and best-practices mean that coaches and their coaching programs have to be up-to-date to be effective and competitive in an increasingly growing marketplace.

Given the behavioral competency changes that are needed to become an effective leader today's well-trained, experienced coach has become the perfect partner in the leadership and organizational development process.
The marketplace has rapidly changed and clients are becoming more educated and sophisticated in what they expect from coaches and coaching. Today's clients want proven solutions, strategies and change models. Clients hire coaches for their coaching skills, their knowledge about people and specialist areas in business, leadership and personal development and their ability to understand the dynamics at play within the client’s situation. It follows that today's specialist professional coaches need to be better equipped to help their clients reach their goals.
How Developing Coaching Theory and Technology is Constantly Changing the Face of Coaching
Coaching is a new science and its theory is developing quickly. Coaches naturally need to be subject matter experts in their field and as such learn the current state of coaching theory and how to best apply the theory to their own practice. For example; coaching effectiveness is largely affected by the quality of decisions made by the coach. The observation of an individual or a group to discover, assess and measure important behavioral aspects and required skills etc., can be an unreliable, inaccurate and incomplete process. Coaches need to acquire practical accurate, cutting-edge assessment tools that can be used without appreciably increasing their workload. Using valid and reliable technology significantly increases the capability of the coach and the chances of effective outcomes.

There are primarily two types of coaches --the coaches who are comfortable with how they have been delivering coaching, and the progressive-thinking coaches who want to be part of that continual discovery and design process of adopting coaching best-practice.

Coach training has quickly evolved from applying the traditional just-in-time learning model
When coaches are left alone and do not continually upgrade their knowledge with the latest methodology, technology and best-practices, they invent matters that lead to disorder . When coaches are trained using outdated, traditional coach-education manuals, the results are greater myths and confusion rather than improved clarity of knowledge. When these coaches have an idea or experience that "sounds good" it is often promoted as knowledge. If something "works" at least once in an important setting, it is frequently repeated as a "valuable" coaching procedure, despite completely ignoring all the times it may not work. It also follows that when the coachee achieves some level of success, this type of 'lone'/ill-trained coach will take credit and explain the reasons for the success. However, if  the coachee does not complete their set goal, there can be a blame-game around what the coachee or sponsoring client did to cause the unsatisfactory result.
Coaches need to understand the value in staying ahead of the rapidly evolving process of coaching.
The only way to improve coaching knowledge is to change these unfounded beliefs into valid ordered knowledge, that is, evidence-based, coaching best-practice. The introduction of orderliness, if it is accepted, reduces error.

Coaching results will remain disordered unless best-practices and evidence-based principles are introduced to the coach's knowledge base. A failure to keep abreast of expanding verifiable knowledge and its implications for orderliness will halt progress and remain or regress in error. When personal achievements are not advancing, it is usually because disorder is being maintained or produced rather than order being introduced and performance outcomes improved.

Coaches have the professional capacity to help bring about important personal and professional changes for individuals and groups. Most of their clients are success-oriented and are in transition to a higher level of development and some are in stressful or personal situations which may render them vulnerable and possibly dependent. All of these occupational conditions require coaches to have access to appropriate psychologically-based methodology and be strongly aware of ethical questions.

Some Key Points:
- Coach training schools responsible for educating coaches will increase disorder in the profession if they fail to seek the latest best-practices and evidence-based coaching principles as the basis of education instead of "popular" presentations that largely support the status quo.
- What was learned at a coaching school or a university is probably now outdated and even in error. This is part of the expanding entropy that occurs with time in a "stagnant" coaching development.
- Coaches who fail to continually evaluate practices in an accountable manner, are more likely to adopt erroneous coaching practices.
- Coaches who do not embrace accountability in their coaching practices, but "innovate" by doing original practices, are more likely to introduce harmful and regressive activities than beneficial ones.
- The coaching discipline is rapidly changing due to influences from the fields of neuroscience and neuropsychology. In a year's time, many of today's coaching best-practices will be outmoded.

Second generation coaching is now employed by many organizations as a strategic intervention:
Second generation coaching maximizes the benefits of coaching at a strategic level, rather than focusing purely on individual development. Second generation coaching is also when the organisational user takes a “quality control” perspective and evaluates the effectiveness of the coaching intervention. The recent shift to second generation coaching is reflected in the need for coaching to be based on explicit psychological principles and grounded in a solid evidence base and industry best practice. This shift has largely come about as the major purchasers of coaching, typically Human Resource and L & D departments, have sought to distinguish between coaching offerings and to employ coaching as a critical part of a strategic intervention ie; a leadership development tool equipping leaders/management with the necessary enhanced behavioral abilities and professional skill sets so they are able to continually improve business processes and the financial bottom line.

However many organisations are still failing to capture the broad benefits of workplace coaching by seeing it purely as an as individual change intervention rather than a group developmental change program. This is classified as first generation coaching with limited organisational impact.

Third generation coaching focuses on the coach's own development and learning that propels ongoing benefits of first and second generation coaching. Third generation coaching harnesses and disseminates the learning the coach gains about human behavior and the organization context, to the benefit of the business and its people, thus realizing the maximum benefits of the coaching investment. Organizational users learn with their coaches as they transform, utilizing advanced coaching models and tools to its maximum benefit.

For over a decade the Behavioral Coaching Institute has been acknowledged as a pioneer and global leader in the development of coaching best-practice for business, not-for-profit and executive coaching.

How to acquire scientifically proven, coaching processes and knowledge/experience to accelerate you and your client's success.
The Behavioral Coaching Institute is not only internationally recognized as: a) one of the world's leading developers of cutting edge professional coaching tools, techniques and resources but also, b) they conduct research which includes investigating the latest case studies; interviewing leading practitioners in their field as well as their clients to gain early insights; listening to the industry leaders in their field who are using the latest available coaching tools and techniques and; compiling and testing best practices, new coaching techniques and tools, processes and practice models. This ongoing, intensive research, development and testing program allows the Institute to continually update their elite suite of Accredited, Coach Training Courses. See: Master Coach Course  

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