Neuroscience is the study of how the brain and nervous system function and influence behavior, emotions, and cognition. As an executive coach, you can use neuroscience to enhance your coaching conversations and questions, and help your clients achieve their goals and overcome their challenges. Here are some ways you can apply neuroscience in coaching.
One of the main reasons why coaching is effective is that it helps clients cope with change, whether it is personal, professional, or organizational. However, change can also trigger the brain's threat response, which activates the amygdala, a part of the brain that regulates fear, anxiety, and stress. When the amygdala is activated, the brain reduces its capacity for rational thinking, creativity, and learning, and focuses on survival and protection. Therefore, as a coach, you need to understand how to calm the amygdala and create a safe and supportive environment for your clients, where they can explore new possibilities and solutions without feeling threatened or overwhelmed.
Goleman (Emotional Intelligence, 1995) coined the phrase amygdala hijack where the emotional part of the brain (amygdala) responds in a sudden, intense emotional reaction before we can think it through resulting in poor decisions. A VP recently confided to me that she was struggling to separate a stressful personal experience from reactions to challenges with her teams at work resulting in some high-octane conversations. I talked to her about the concept of proact - instead of emotionally reacting to the causes and blame of the challenge, rephase the challenge in the context of the objective and immediately focus on the next best steps, resetting the team to work in proactive solution mode. Revert to the cause after reflection.
In the work that I have done as a coach, I concentrate on the rewiring of the brain as a way of building capacity. The 'amygdala hijack' is no better or worse than any other neurochemical reaction. Conscious curiosity and exploration can and still should be done in order to lead the client into a neuroplastic state. In my experience, coaching has the capacity to encourage this by introducing practices that create this neuroplastic state during a coaching session and should be sure to explain the necessary components that the circidian cycle and sleep play in finalizing the creation or severing of synapses that would encourage long lasting, desired change. Perhaps leaning into the 'amygdala hijack' is the appropriate step forward or not.
Another way to use neuroscience in coaching is to leverage the power of positive feedback and reinforcement. Positive feedback and reinforcement stimulate the release of dopamine, a neurotransmitter that regulates motivation, reward, and pleasure. Dopamine also enhances learning, memory, and attention, and helps the brain form new neural pathways. Therefore, as a coach, you need to use positive feedback and reinforcement to acknowledge your clients' achievements, strengths, and progress, and to encourage them to continue their efforts and actions. Positive feedback and reinforcement also help your clients build their confidence, self-esteem, and resilience, which are essential for overcoming challenges and reaching their goals.
Is there a danger in singling out particular neurochemicals? Dopaminergic or seratonergic reactions are complex and the variables involved quite vast. Oversimplification of these functions de-individualizes the work. For me, the beauty of using a neuroscientific approach to coaching is that it allows for us to be +99% identical in our neural make-up whilethe combination of genetics and experience also is reflected in our neurochemical and neural make-up to express our individuality. What, how and at what level a dopaminergic reaction is experienced is markedly different in another. This 'feeding the dolphin' approach is sometimes supportive and others detrimental. Two sides of the same coin;) How we're the same and unique all at once.
A third way to use neuroscience in coaching is to ask open-ended and reflective questions. Open-ended and reflective questions are questions that invite your clients to think deeply, creatively, and critically about their situation, goals, options, and actions. Open-ended and reflective questions activate the prefrontal cortex, a part of the brain that is responsible for executive functions, such as planning, decision making, problem solving, and self-regulation. When the prefrontal cortex is activated, the brain increases its capacity for rational thinking, creativity, and learning, and reduces its reliance on habitual patterns and biases. Therefore, as a coach, you need to ask open-ended and reflective questions to help your clients access their own insights, resources, and solutions, and to challenge their assumptions, beliefs, and perspectives.
A fourth way to use neuroscience in coaching is to incorporate mindfulness and relaxation techniques. Mindfulness and relaxation techniques are practices that help your clients calm their mind and body, and reduce their stress and anxiety levels. Mindfulness and relaxation techniques also enhance the brain's neuroplasticity, which is the ability of the brain to change and adapt in response to new experiences and learning. Neuroplasticity enables the brain to form new neural connections and pathways, and to rewire itself for optimal performance and well-being. Therefore, as a coach, you need to incorporate mindfulness and relaxation techniques to help your clients improve their emotional regulation, attention, focus, and awareness, and to facilitate their learning and growth.
A fifth way to use neuroscience in coaching is to align your coaching with your client's values and purpose. Values and purpose are the core drivers of your client's motivation, behavior, and actions. Values and purpose also activate the ventral striatum, a part of the brain that is involved in reward processing, goal orientation, and self-efficacy. When the ventral striatum is activated, the brain increases its motivation, engagement, and satisfaction, and decreases its resistance and procrastination. Therefore, as a coach, you need to align your coaching with your client's values and purpose, and help them identify and pursue goals that are meaningful, relevant, and inspiring for them.
A sixth way to use neuroscience in coaching is to adapt your coaching to your client's learning style. Learning style is the preferred way of your client's processing, absorbing, and retaining information. Learning style can be influenced by various factors, such as personality, preferences, strengths, and experiences. Learning style also affects the activation of different regions and networks of the brain. Therefore, as a coach, you need to adapt your coaching to your client's learning style, and use methods and tools that match their needs and preferences. For example, some clients may learn better by visualizing, others by listening, others by doing, etc. By adapting your coaching to your client's learning style, you can enhance their comprehension, retention, and application of the information and skills you provide.