How to apply neuroscience research to the development of coaching practice? - Chapter 6

This chapter discusses the rise and application of neuroscience research to the development of coaching practice. The emergence of neuroscience into the practice of coaching is relatively new. The application of neuroscience to coaching was in particular encouraged by the founding of the NeuroLeadership Institute (NLI) by Rock and Ringleb in 2007 as well as the setting up of Master's level degree studies through distance learning in this field of interest. The aim of the NLI is 'to encourage, generate and share neuroscience research that transforms how people think, develop and perform'. In addition, it structured the field into four domains of interest:

1. Decision making and problem solving
2. Regulating emotions
3. Collaborating with others
4. Facilitating change

The aim of chis chapter is to focus on how the coaching practice can be derived and tested. To do so, it relies upon a working definition of coaching exemplified by the practice of neurobehavioural modelling (NBM). At the core of this approach is the capacity of the coach to establish a trust-based relationship with the client based upon the coach's developed and tuned capacity to trust him- or herself. Coaching through NBM is seen not as a set of techniques or practices, but the use of a body of knowledge from which technique and practice are continuously derived in a creative and continuous manner as a unique response to the individuality of the client. 

What is the evidence base of neurobehavioural modelling (NBM)?

Formally, there is no evidence for the benefits of a brain-based approach to coaching. There are not yet systematic comparative studies conducted. The field of neurobehavioural modelling is still at the beginning of its early development. Although the 20th century was not short of models of human behaviour, it lacked facts. However, a common set of, sometimes surprising assumptions was developed:

• The brain hates change.
• Emotions are everything.
• The social brain is an organ of relationship.
• Insight requires a quiet brain.
• Giving people ownership is key, telling them what to do just does not seem to work.
• Expectation shapes reality.
• Attention and focus are key. 

How can NBM be integrated into the coaching practice?

Neurobehavioural modelling aims to derive practice from science, rather than to attach science to justify practice. There are six main elements to the practice of NBM:

1. Establishing a relationship that has limbic resonance in it.
2. Biographical inquiry.
3. Creating wonder as part of mobilizing the whole emotional system, but especially its attachment side.
4. Establishing and rehearsing contractual goals within the privacy and privilege of the professional setting of the coaching system.
5. Setting objectives for inter-sessional experience.
6. Monitoring the outcomes of inter-sessional experience. 

Although these elements are numbered, they are not necessarily sequential in the manner as listed above. Further, not all items may be apparent in any particular coaching practice all the time. Yet they should be apparent some of the time. For NBM coaching to be successful, it is contended that all these elements must necessarily be or have been in play. 

Limbic resonance is the idea that the capacity for sharing deep emotional states arises from the limbic system of the brain. The following ways have been proposed to develop limbic resonance: 

• Monitor emotions.
• Be present.
• Conduct emotional scans.
• Choose which emotions to convey.
• Listen with and for emotion.
• Discuss and promote emotional health.
• Create a healthy emotional climate.
• Practice lightness.

Biographical enquiry refers to the uniqueness of the experiences and environment (nurture), making each brain unique. Although all brains are essentially the same, all are different. It is experience (nurture) that is essentially responsible for the working arrangements of any particular brain, given the specifics of its genetic potential and structural origins (nature). This in turn means for the practice of coaching that no assumptions can be made about the client based upon achievements without having the proper support of the specifics of the developmental interpersonal environment the person grew up in. 

When might NBM be most suitable?

Currently, NBM is the only neuroscientifically derived model available. Even though it has its limitations at this first stage of its development and increasing use in the field, it is applicable in all coaching circumstances. The extent to which it will be used, will depend upon the development of competing models and a gradual increase in the experimental literature that creates the evidential framework for specific choices about intervention models, on which NBM is the first to be proposed withing the coaching literature.

This chapter discusses the rise and application of neuroscience research to the development of coaching practice. The emergence of neuroscience into the practice of coaching is relatively new. The application of neuroscience to coaching was in particular encouraged by the founding of the NeuroLeadership Institute (NLI) by Rock and Ringleb in 2007 as well as the setting up of Master's level degree studies through distance learning in this field of interest. The aim of the NLI is 'to encourage, generate and share neuroscience research that transforms how people think, develop and perform'.