John Leary-Joyce conceived of the AoEC in 1999 as the culmination of 30 years training and developing people.

He worked with AMED to undertake research into the advanced training of coaches. In addition, he collaborated with leaders in the field of coach training and many experienced coaches to design and implement the initial coach development programme.

The AoEC believes that learning to be a great coach is a profound and personal journey. We believe in coaching you to be a coach. We don’t just teach coaching methodologies, we work with you to develop your own model, your own style, your own 'signature presence'.

Since the beginning, the AoEC has been committed to maintaining the highest professional standards, becoming the only UK coach training company to be accredited by the three top professional bodies, the ICF, EMCC and AC, as well as validated by Middlesex University.

The purpose of the Academy is to:

• provide opportunities for transformation
• deliver the highest quality coaching
• foster a coaching culture in organisations,
• promote best practice and high standards in the coaching profession
• create an international network

Provide opportunities for transformation
Through expert facilitation we create exceptional learning environments where:

• rigorous attention is paid to how you perform in relation to the group process
• in skills practice sessions, you can experiment with new techniques and styles of coaching, make mistakes, get feedback from trainee clients, peer observers and faculty supervisors
• faculty provide cutting edge theoretical input, personal tutorials and expert supervision
• e-learning tools and on-line intranet communication provide a blended learning environment
• the rigour of the entry process matches the standard of training provided. Selecting the right trainee coaches for the right level of training
• on a personal level, you will have a context where you can develop high self-awareness and EQ.

Deliver the highest quality coaching
The goal of the Academy is to train highly effective and ethical executive coaches for the business market. We are highly focused on maintaining international standards, hence the accreditation of courses at the highest level. Our coaches are coached to develop their own model based on sound principles and practice rather than being taught the 'right' model of coaching. This gives them a deeply integrated method and clarity about who they work best with and what they can achieve.

Foster a coaching culture in organisations
The wider purpose of the AoEC is to foster a coaching culture within organisations. We believe that managers and leaders who have coaching will substantially improve their communication, flexibility and performance. If those managers also learn to coach, they will manage with a coaching style, and the whole company will start to flourish . This will bring down staff turnover as people are more satisfied and motivated in their role. By training internal coaches with cutting edge knowledge and interventions, they are able to embed coaching as a core form of development within the organisation.

Promote best practice and high standards in the coaching profession
The AoEC is fully committed to the highest standards demonstrated by our association with all the major professional bodies. Our accreditation with Middlesex University establishes the academic standard of our training. We keep up to date with the latest research and are present at all the professional conferences, so we keep abreast of new theories, methodologies and practices. We are fully committed to supervision for both of our faculty and our graduate coaches. Our accreditation process requires coaches and faculty to account for their professional development and supervision throughout their career.

Create an international network
By attending all the professional conferences we forge links with like-minded individuals and organisations. Our European programmes are creating a rich network of coaches in Europe and we are constantly seeking ways of connecting with colleagues in the Middle East, Africa, Asia Pacific and US.

Our values sit at the heart of our organisation and inform how we work as a team, how we behave in society and how we treat each other, our programme participants and clients. We choose to be measured by these as much as by our academic results. You will see below a summary of these values and why they are important to us.

We subscribe to the codes of ethics of both the International Coach Federation (ICF) and European Mentoring and Coaching Council (EMCC). We have also drawn up our own code of ethics which will give you clear guidelines on the practical application of our values, standards and guiding principles. Click this link to download our code of ethics.

Walk the talk
We believe in the rigour of practising what we preach, both as an organisation and as a staff team. We expect graduates to do likewise, which in turn builds the integrity of the organisation. All the items below we expect of ourselves, and will endeavour to embody.

Life long learning
All our programmes form part of your learning journey. We expect you to leave with greater skills and be even more open to continually learning from experience.

Integrity
Fundamental to good practice is a high level of integrity. Knowing your values and beliefs, so you are able to adapt and compromise while maintaining strong ethical boundaries.

Fun, humour and laughter
We lose so much by taking ourselves too seriously. Making mistakes and learning from them becomes so much easier when we can laugh at our own folly or misjudgment. We then convey this relaxed learning style to our coachees, taking the stress out of the work. See HBR article “Changing an organisation one laugh at a time”

Complexity
While models give us the illusion that we know what we are doing, the reality is that we are constantly searching in a kind of fog with our clients for the best possible direction. We make choices and interventions out of a vast array of data, often guided more accurately by instinct than intellect.

Creativity
If we are to adapt to changing circumstances, then being creative and innovative gives us more options and opportunities for action. We can make breakthroughs with our clients by coming to them from a completely different angle.

Frustration and anxiety
Healthy frustration and anxiety comes at the point when we have exhausted our tried and tested methods and they don't work. Our mobilised energy is contained and seeking a way out. At these points we mostly leap for a simple solution to relieve the discomfort. The key is to tolerate the anxiety, for within it lies the seeds of a new, creative and untested possibility to emerge.

Self responsibility and self directed learning
There is no freedom without responsibility – a wonderful paradox which sums up the essence of self directed learning. You have the freedom to choose the optimum path of learning, but have to take considerable responsibility for negotiating and creating that reality. 21st century organisations are having to grapple with the empowerment dilemma if they are to survive in the complexity of a rapidly changing world.

Courage and risk taking
We learn best from understanding our failures and mistakes. This requires us to have the courage to take risks and experiment with new approaches / behaviours. Our greatest discoveries were made by those who thought differently and overcame the fear of ridicule and dismissal.

To ensure that, as graduates, you are amongst the best in the field we will:-

• benchmark against best practice world wide
• enrol high calibre entrants
• establish on-going feedback
• provide rigorous assessment
• work to MSc. degree level
• share responsibility for your learning by returning 50% of course fees if you don't make the grade
  

Benchmark
Against best practice world wide:

• we will be at the forefront of developing international coaching standards - constantly monitoring and assessing our performance against best practice
• we are committed to presenting our work at international conferences and publishing on the web to invite comment and review

High calibre entrants
We constantly seek to enrol and develop highly motivated learners rather than 'experts'. In a rapidly changing market place, it is the ability to adapt and learn that leaders need from their coaches.

The application procedure and entry requirements are designed to identify the applicants that are capable of completing the programme within this context.

Establish regular feedback
Continuous feedback from clients, peers, internal staff and external assessors assist participants in progressing at an optimum pace.

Starting with a self assessment on entry and a repeat prior to completion, the coach will know what their learning needs are and how well they have been fulfilled.

Rigorous internal and external assessment
Assessment on the programme will be continuous and from peers, staff and external assessors. The emphasis will be on coaching to reach the required standards rather than an examination test.

Work to MSc. degree level
The standard of professional work will be at university credit level 4. For those wishing to undertake the MSc., completion of an additional research project will be required. This will be identified and developed during the life of the programme and must be completed within a further 2 years.

The degree process will be undertaken through the Professional Development Foundation under the auspices of Middlesex University.

Shared responsibility for learning
The Academy of Executive Coaching takes responsibility for:

• creating an optimal learning environment
• enrolling high calibre students
• providing Masters' level of teaching
• advanced coaching of coaches
• rigorous feedback on performance
• If a participant completes all the required assessment work and is failed by the external assessors, we undertake to either
• provide free of charge, all the additional support required to pass
• refund 50% of the course fees

You share the responsibility by completing the work on time, in the format required and to the best of your ability.

We adhere to the codes of practice of the EMCC & ICF.

The Academy of Executive Coaching Standards of Ethical Conduct:

1. I will conduct myself in a manner that reflects well on coaching as a profession and I will refrain from doing anything that harms the public's understanding or acceptance of coaching as a profession.
   
2. I will accurately identify my level of coaching competence and I will not overstate my qualifications, expertise or experience as a coach.
3. I will ensure that my coaching client understands the nature of coaching and the terms of the coaching agreement between us.
4. I will not intentionally mislead or make false claims about what my client will receive from the coaching process, or from me as their coach.
5. I will respect the confidentiality of my client's information, except as otherwise authorised by my client, or as required by law.
6. I will obtain informed permission from each of my clients before releasing their names as clients, references or any other client identifying information.
7. I will be alert to noticing when my client is no longer benefiting from our coaching relationship. If they would be better served by another coach or resource, I will encourage my client to make that change.
8. I will seek to avoid conflicts between my interests and the interests of my clients.
9. Whenever any actual conflict of interest, or the potential for a conflict of interest arises, I will openly disclose it and fully discuss with my client how to deal with it, in whatever way best serves my client.
10. I will disclose to my client all anticipated compensation from third parties that I may receive for referrals or advice concerning that client.
11. I will honour agreements I make in my coaching relationships, and construct clear agreements that may include confidentiality, progress reports and other particulars. I will obtain the express consent of the person being coached before releasing information to another person compensating me.
12. I will not give my clients, or any prospective clients, information or advice I know to be misleading or beyond my competence.
13. I will respect and honour the efforts and contributions of others.
14. I will respect the creative and written work of others in developing my own materials.
15. I will use Academy of Executive Coaching member contact information (email addresses, telephone numbers, etc.) only in the manner and to the extent authorised by the Academy of Executive Coaching.

Our Master Coach Model has evolved over the years from extensive executive coaching experience, research into what organisations need from coaches, and consultation and collaboration with the top coaches worldwide.

Our model reflects the importance of the coach / coachee relationship being part of the wider organisational, cultural and political system.

The model involves four factors, the:

• coach's skillbase
• coach's self Identity
• managing the coaching relationship
• understanding the client system

1: The coach's skillbase

In the AoEC Framework, there are three key areas of competence that are required of the executive coach.

• core coaching skills
• understanding of psychological theories and practices that underpin coaching practice
• appropriate knowledge of business, leadership and management relevant to the client population being coached
  

Core coaching skills
John Leary-Joyce was the first to propose four levels of coaching practices - Skills, Performance, Development and Transformational Coaching. The primary objective of these levels is to improve the effectiveness of the coachee.

The core competencies involve the ability to:

• establish the coaching alliance
• manage boundaries
• work on the coachees agenda
• hold the focus on specific goals
• actively listen and skillfully question
• promote a climate of motivation

Psychology therapy counselling
While a broad and very diverse field, the emphasis is on the individual's personal growth and wellbeing within a social environment. Counsellors, Psychologists and Psychotherapists would demonstrate a range and level of competence in managing the client relationship, to treat profound and complex psychological conditions, handle extremes in emotions and in some fields work with family systems.

The integrative approach utilised on our programmes combines four of the primary psychotherapy frameworks.

• cognitive behavioural perspective - a here and now focus on thoughts, feelings and behaviour to understand and solve discrete problems
• developmental perspective - focuses primarily on how events in childhood profoundly influence the way we respond to the world today. Adult development models are sometimes employed
• systemic perspective - emphasises that our experience is shaped primarily by the social context in which we function
• existential perspective - the nature of our existence and reason for being brings a more profound and transpersonal focus

Business management and leadership skillbase
Here the skillbase has been developed through having a management role in a corporation or small business. It involves:

• Leadership - motivation, presence, inspiration, innovation and communication
• Business Acumen - vision, strategy, corporate governance, financial management, marketing and selling and entrepreneurial approach
• Operational Knowledge - specific to industry sector, technical skills, customer handling and performance measurement
• Management - teams, people, time, projects and resources

"The Highest goal man can achieve is the awareness of his own attitudes and ideas - knowledge of himself provides him with the means to gain intimate knowledge of the minds of others" - Goethe

Personal awareness and development
By understanding yourself you are able to understand others. Being aware of and utilising your emotions and personal reactions for client interventions, is a very effective skill to master.

In the Kubler Ross change cycle the period of shock / denial / blame leads to a period of confusion and uncertainty, the most difficult and uncomfortable phase.

The Paradox of Change Model supports the belief that when we fully engage and learn about this phase, we catapult out into surprisingly creative and productive action and activity.

We are identifying four components to personal development:

1. Emotional awareness
2. Cognitive knowledge
3. Behavioural skills
4. Transpersonal / Existential awareness

These components are inextricably linked, so change in one area affects the other three.

An EQ self-assessment questionnaire is used on the programme to help identify strengths and areas for development.

1. Emotional awareness
Emotions are the expression of the impulsive and physical reaction in our bodies in response to a situation. Often emotions are suppressed, leading to a loss of vitality and spontaneity. However, through greater understanding, awareness and behavioural skills, we learn to manage these emotions constructively.

This is particularly important when handling conflict or bereavement, where strong emotions like anger and / or distress are being expressed.

An Advanced Coach strives to be fully aware of their emotions, is able to sense or intuitively understand what the coachee is feeling, and make appropriate emotional responses.

2. Cognitive knowledge
By understanding our motives, values and mindsets, we change our emotions and behaviour.

We grow up with family, social and cultural belief patterns, that are self-limiting. We use a variety of methodologies, such as NLP and TA to help reframe much of that negative 'mind-talk' into a positive 'can do' attitude.

We will also help you define your core values and know your 'bottom line' so setting boundaries and contracting becomes a clearer process.

3. Behavioural skills
We have patterns of behaviour that stem from habitual cognitive and emotional responses. By consciously changing how we 'do' things, we increase our skills base and improve our performance and presence.

On the programme we will encourage you to:

• experiment and rehearse as a way of learning through trial and error
• take action - getting on and implementing, rather than talking about it.
• model the behaviour of others - a powerful way of embedding a different way of relating.
• let go of trying to control - doing nothing or waiting is often the hardest behaviour.

4. Transpersonal / existential awareness
Our lives are punctuated by periods of deep reflection and searching for an existential meaning and purpose to life.

Personal crises, achieving a major goal, a successful career or simply "mid life", brings the questions, "What next?", "What's it all about?"

Also, for many in business, spiritual or religious beliefs and practices are rarely voiced, but constantly shape their values and morals.

The Advanced Coach therefore needs to be familiar with their own existential/spiritual journey and how it manifests in others. The executives who hit that confusing phase can then be helped to find clarity and renewed direction.

3: Coaching relationship

Initiating the Coaching relationship
Establishing the contract is critical to the whole process. Agreeing that any measurable parameters are clarified and put in place and financial arrangements and cancellation made clear, ensures that extraneous frustrations are avoided.

Developing the coaching relationship
The quality of the coaching alliance is the key indicator of a successful outcome. Being able to engage in both a highly personal and empathic manner, yet holding an objective and professional position, is the mark of an effective coach.

Utilising our internal reactions as useful data for interventions, knowing how, when and with what strength to challenge or support the coachee's behaviour / attitude requires coaches to have a high "EQ".

Working within agreed professional boundaries
and an ethical code
Ensuring confidentiality and how reporting back to the organisation would be conducted.

Attending to how the coaching relationship affects and is affected by the client system.
This raises the phenomena of Parallel Process an intriguing perspective that can be very illuminating.

4: Client system

The executive coachee functions within an organisational context, therefore coaching involves working on four interconnected levels:

1. Executive’s business objectives
The primary reason for entering into a coaching relationship is to improve business results.

This is achieved by clarifying the wider organisational strategy and goals and the link with those of the coachee. Being able to identify and track the implementation of SMART targets. The coach's own business acumen will be of value here, while being watchful of the temptation to give advice!

2. Executives individual identity
As with the coach, the executive has issues around self esteem, values and beliefs, purpose in life and emotional fluency. These are closely woven into the fabric of the goals and relationships of the organisational culture.

The coach's objective is to help the coachee clarify what they want out of work, their ambitions and success criteria and to release blocks, inhibitions and support personal change.

Aligning organisational and personal goals is not always straightforward, but is a necessary focus for an executive coach.

3. People in relationship to the executive
Whilst never separated from the other three areas, there are aspects like leadership, people management and building trust that require specific coaching on communication skills.

Handled well, managing conflict, showing respect, establishing authority, having fun or supporting loss and disappointment opens the door that liberates potential and success.

4. Organisational context
“No man is an island, entire unto himself…..”

The coachee is immersed in an organisation's culture, norms and values. As a leader they should be working on building and shaping it to produce the best results for all the stakeholders. The coach's role is to keep an eye on this bigger picture and comment on the constructive and destructive forces at work.