Enhancing the efficacy of coaching: defining and exploring reflexive hindering using an applied neuroscience approach and a developed infographic

This research explores the phenomenon seen in some executive coaching programmes where the coachee is motivated to achieve their outcomes but is unable to progress, although this inaction appears to be non-conscious. From the coaching literature review it was clear that, although seen, there was no substantial body of evidence for it. However, compassion focused therapy literature acknowledged a comparable phenomenon and advocated that a subject to object shift, through neuroeducation, facilitated progress. This phenomenon within coaching has now been called ‘reflexive hindering’ and an associated neuroscience-based infographic was developed for neuroeducational purposes. Taking a constructionist stance and pragmatic approach, semi-structured interviews and rating questions were employed to elicit the experience of using the infographic by ten executive coaches. The subsequent analysis shows the versatility of the infographic. It was viewed as enlightening and well-referenced although its visual appearance requires refinement. All coaches rated the session as beneficial; five rated it as strongly beneficial. Six benefits were stated for both coachees and coaches, including that the infographic facilitated an immersive and instructive neurobiological exploration that created real insights for the coachee. Other coachee benefits included: invigorated motivation to act; more hope towards changing; and enhanced self-compassion. Coach benefits included: greater credibility, a deeper understanding of neuroscience and enabling them to elicit previously unspoken insights. The research demonstrates that the infographic allows coaches to work with reflexive hindering and to improve the efficacy of their coaching with it present. The research generated a new coaching process for achieving this and also contributes the concept of reflexive hindering to the field of coaching. Furthermore, there are recommendations for coaches, coaching bodies and training providers with respect to the use of neuroscience within coaching.

Name dc:type.qualificationname

dprof

Level dc:type.qualificationlevel

doctoral

Grantor dc:publisher.institution

University of Wales Trinity Saint David

Year dc:date.issued

2021

Author dc:creator

• Lyall, Denise

• H Gwyddorau Cymdeithasol (Cyffredinol)
• Q Gwyddoniaeth (Cyffredinol)

Dc Identifier Grantnumber

UWTSD

OAI identifier oai:identifier

oai:repository.uwtsd.ac.uk:2442