Neuroscience and Coaching
NEUROSCIENCE AND COACHING
Howis Rock Applying Neuroscience to his Coaching? What was Effective orIneffective?
Rockapplies the neuroscience by using open-ended questions in hiscoaching. The approach helps the client to reveal the objectives ofher plan. Rock ensures that the client owns the project by definingits planning and implementation process. Effective application of theneuroscience also advances the client’s confidence to face possiblesetbacks that could undermine the implementation of her plan. In mostinstances, the high confidence level in tackling issues has aneurological basis (Whiting, Jones, Rock, & Bendit. 2014).
Besides,Rock’s approach helped the client to understand the project’sgoals. Ideally, neuroscience advances a data-processing framework forself-awareness (Smith, Van Oosten, & Boyatzis, 2014). Besides,coaching largely relies on neuroscience in its implementation anddesign (Street, 2013). Therefore, the use of neuroscience in thecoaching process supported the client’s skill-development process.Consequently, the client was able to make independent decisions basedon her interests and goals. Therefore, the application of theneuroscience was effective in supporting Rock’s coaching process.
TheSCOAP Model as a Tool for Executive Coaching
TheSCOAP model is an effective tool for executing coaching. The modelhelps to reduce possible threats and challenges that undermine thecoaching process. In most instances, SCOAP model creates a reliableavenue for sharing concerns in a coaching program. Therefore, reducedthreat serves as reliable motivation that defines individual’ssocial behaviors. Besides, SCOAP model aims at maximizing rewards(Habermacher, Ghadiri, & Theo, 2014). The maximization of rewardsadvances individual’s desire to engage in challenging undertakings.Rewards also advance motivation and willingness to engage incomplicated activities. Besides, clients’ ability to highlightoccurrences neurologically advances their confidence and ability todeal with challenging experiences. The model is also applicable insituations where individuals are working together in social events,educational environment, family settings, and workplace. The SCOAPmodel also helps to create a mutual connection between brains andsocial needs. Therefore, the SCOAP model is a reliable tool thatsupports the coaching process.
Thepost is effective in highlighting the manner in which Rock appliedneuroscience in his coaching. The post reveals the significant ofquestions in advancing the clients’ confidence and courage. Thepost also explores that manner in which the use of the neuroscienceadvanced the client’s ability to control and manage the coachingprocess. The author also reveals the manner in which the approachhelped to advance the clients’ status and level of autonomy insolving her problem. Besides, although the clients wanted Rock tosolve her problems, the post highlights the way in which he allowedthe client to address her issues with limited guidance. Therefore,the post is effective in linking coaching to the neuroscience (Rock &Ringleb, 2013).
Furthermore,post highlights author’s experience in the use of the SCOAP model.The post reveals benefits of SCOAP model in supporting coaching andlearning processes. The post also reveals major themes that supportthe coaching process, trusting relationship, autonomy, and the statuswithin individual’s environment. Therefore, the post hassuccessfully linked the SCOAP model to the execution of coaching.
Thepost is successful in providing a summary of the level in which Rockapplied neuroscience in the coaching process. The author reveals howRock used the approach to help the client understand her project.Ideally, asking questions increased the client’s ability to controlthe process of implementing her plan. Besides, Rock’s questionsaimed at helping the client understand her internal needs. Therefore,the work is relevant in highlighting some of the benefits of applyingneuroscience in the coaching process (Stein, 2013).
Theauthor has successfully revealed benefits of using SCOAP model in thelearning process. The model helps the author to remember andapprehend essential components in the learning process. The post alsoappreciates the significant of eliminating threats and adoptingreliable motivation strategies in the work environment. Therefore,the post affirms that the adoption of effective means to eliminatethreats and support individual’s motivation can facilitateeffective execution of the coaching program.
Habermacher,A., Ghadiri, A, & Theo, P., (2014). The case for basic humanneeds in coaching: A neuroscientific perspective – The SCOAP CoachTheory, TheCoaching Psychologist,10, (1),7-13
RockD., & Ringleb, H. (2013). Handbookof NeuroLeadership.New York, NY: CreateSpace Independent Publishing Platform
Smith,M., Van Oosten, B., & Boyatzis, R., (2014) Coaching For SustainedDesired Change. Researchin Organizational Change and Development,1, (7), 145–173
Stein.C.,(2013). TheVoice of Great Leadership: Evoking the Power of Authentic Presence. Mobius: Mobius Strip,
Street,C., (2013). Applicationof neuroscience in executive team coaching: the WSR case. New York, NY: Handbook of Neuroleadership
WhitingJ., Jones, E., Rock, D., & Bendit X., (2014). Leadchange with the brains in mind. New York, NY: Handbook of Neuroleadership,
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