1. O C T O B E R 1 9 - 2 1 | N E W Y O R K
Coaching the Whole Person
Empow er ing Indiv idual and Or ganiz ational
Performanc e with Neuros c ienc e @ the Core!
T H E F U T U R E O F C O A C H I N G :
B U I L D I N G B R I D G E S A N D
E X P A N D I N G B O U N D A R I E S
D r. Te r r e n c e E . M a l t b i a , C o l u m b i a U n i v e r s i t y
E m r a h C e t i n , T h i n k P a t t e r n
PA P E R P R E S E N TAT I O N S
2. Overview
• Conceptual Framework
• Methodology
• Areas of Literature Review
• Findings
• Conclusions and Recommendations
• References
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4. Methodology
• Integrated literature review (Torraco, 2005)
• Purpose:
– Ground future research in “what is known”
• Emphasis:
– Reviews, critiques & synthesizes representative literature to
generate “new” insights
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5. Areas of Literature
Review – Round #1
• Thinking styles
– Grounded in cognitive, social, and behavioral neuroscience
• Experiential learning
– Grounded in adult learning theory
• Inquiry-based conversations
– Grounded in communication theory
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6. Area 1: Thinking Styles
• Hemispheric preference theory
• High-road and low-road capabilities
• From duality toward wholeness
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10. Four Quadrant Brain
Theory
Sample Definitions…
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Author/Source Definition
Neethling (2005) “Four distinct preferences can be distinguished, partly based on the
specific hemisphere of the brain that the individual primarily uses”
p. 23.
Marsick & Maltbia (2009)
Herrman & Herrmann-Nehdi
(2015)
“The pattern that results from the integration between the cerebral
(i.e., our conscience high-road) and limbic (i.e., our lower, more
unconscious) hemispheres of the brain” p. 18.
“Being able to fully leverage one’s preferences, stretch to other
styles when necessary, and adapt to, and take advantage of, the
preferences of those around you to improve performance and
results” (Loc 253).
12. Area 2: Experiential
Learning Theory
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Sample Definitions…
Author Definitions/Descriptions
Kolb (1984) “a holistic process of transforming experience into reliable knowledge… where “the
learner is directly in touch with the realities being studied… involves direct encounter
with the phenomenon being studied rather than merely `thinking about the encounter,
or only considering the possibility of doing something with it” (p. 5).
Heron (1989) “…learning by encounter, direct acquaintance, entering into some state of being—it is
manifest through the process of being there, face-to-face, with the person, at the event,
and/or in the experience—this is the feeling, resonance level of learning” (p.13).
Zull (2002) “…learning is change, change in ourselves, changes in the brain (p. xiv) “…the process of
changing data into knowledge; a transformation from the past to the future, of the
source of knowledge from outside ourselves to inside ourselves, and of power” (p. 33).
17. Anxious Brain… Curious Brain…
What do I have to do to save myself?
• I have to know what’s happening.
• I have to focus narrowly on the immediate.
• I have to be certain.
• I have to be right.
• I have to avoid threat.
• I have to be prepared to react.
I’m also stimulated when…
• I seek novel experiences.
• I focus more widely.
• I categorize and associate by comparison.
• I construct and elaborate patterns.
• I determine cause and effect.
• I reward myself for figuring things out.
Our Two States of Mind…
Source: Taylor & Marienau (2016). Facilitating Learning with the Adult Brain in Mind, pp. . 4-7.
Insight
