The neuroscience of coaching.

Boyatzis, Richard E.; Jack, Anthony I.

doi:10.1037/cpb0000095

Cited by 37 publications

(65 citation statements)

References 80 publications

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“…Neuroscience research has contributed substantial knowledge to the mentoring literature in recent years (Blaess et al, 2017;Boyatzis et al, 2018Boyatzis et al, , 2019Jack et al, 2013;Love, 2014;O'Connor & Lages, 2019). Strategically applied, the knowledge benefits not only mentor-mentee bonding, but also the impact and outcomes of the relationship.…”

Section: Resultsmentioning

confidence: 99%

“…Although there are several exceptions (Blaess et al, 2017;Boyatzis & Jack, 2018;Boyatzis et al, 2019;Jack et al, 2013;Love, 2014;O'Connor & Lages, 2019), the literature on mentoring has focused predominantly on the importance of psychosocial aspects of the mentor-mentee relationship: matching with regard to gender, ethnic, and racial similarities; mentor and mentee dispositional readiness to establish, maintain, and further a productive relationship; the importance of both mentor and mentee emotional intelligence. Much less attention has been given to the factors contributing to the challenges of pair bonding posed by cross-generational issues.…”

Section: Making the Most Of Mentoring Through Neurosciencementioning

confidence: 99%

“…The production of specific neuropeptides, neurotransmitters, and hormones in response to stress can assist a mentor in capitalizing on opportunities for further development of trust bonding as well as facilitating mentee psychosocial and emotional intelligence. In the same way Boyatzis and Jack (2018) fortified mentoring strategies by linking neuroscience to human behavior, Blaess at al. (2017) propose that the production of oxytocin during stress is a biological link to optimizing the extensive human process of mentoring.…”

Section: O-zones and Dynamic Mentoringmentioning

confidence: 99%

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Mentoring Millennial Women in Academia

Blaess¹,

Santin²,

Bloom³

et al. 2020

JECS

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The COVID-19 pandemic created a host of simultaneous, ongoing ramifications for institutions of higher education. One of the most prominent and critical is financial. Although increasing retirement among senior faculty and upper level administrators is inevitable, strategies to rapidly reduce personnel costs include early retirement programs. As a result, younger faculty, especially female millennials, may be poised to transition into more active leadership roles. To ensure an effective transition, succession preparedness, including mentoring opportunities, is recommended. Women in higher education continue to be underrepresented in tenured and leadership positions. Millennial women represent a substantial talent pool who are eager for professional development and advancement opportunities as well as a female role models and mentors. Mentoring develops future leaders; fosters cross-generational and cross-campus knowledge transfer; and, contributes to the acquisition of critical organization skills. Administrators can capitalize on the potential benefits by offering up-to-date, institution and incentive-based mentorship training, guidance, and a deliberate curriculum designed to promote excellence. The recent applications of neuroscience research to the mentoring process are substantial. The challenges facing both women mentors and mentees in academia; the collective benefits of mentoring to institutions, mentees, and mentors; and, the contributions of neuroscience to the mentoring process are discussed.

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Section: Resultsmentioning

confidence: 99%

Section: Making the Most Of Mentoring Through Neurosciencementioning

confidence: 99%

Section: O-zones and Dynamic Mentoringmentioning

confidence: 99%

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Mentoring Millennial Women in Academia

Blaess¹,

Santin²,

Bloom³

et al. 2020

JECS

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“…Boyatzis et al (2012) aimed to explain the neuronal basis of interactions with dissonant and resonant leaders, with the implication that such knowledge could improve leadership training and practices. The authors take this step in an extensive review piece describing the neural basis of leadership (Boyatzis, Rochford, & Jack, 2014) and provide explicit recommendations on leadership practice on the basis of these exploratory findings (Boyatzis & Jack, 2018).…”

Section: Drawing Inferences About the Population From An Fmri Analysismentioning

confidence: 99%

An Extended Commentary on Post-publication Peer Review in Organizational Neuroscience

Prochilo

Louis

Bode

et al. 2019

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While considerable progress has been made in organizational neuroscience over the past decade, we argue that critical evaluations of published empirical works are not being conducted carefully and consistently. In this ex- tended commentary we take as an example Waldman and colleagues (2017): a major review work that evaluates the state-of-the-art of organizational neuroscience. In what should be an evaluation of the field’s empirical work, the authors uncritically summarize a series of studies that: (1) provide insufficient transparency to be clearly un- derstood, evaluated, or replicated, and/or (2) which misuse inferential tests that lead to misleading conclusions, among other concerns. These concerns have been ignored across multiple major reviews and citing articles. We therefore provide a post-publication review (in two parts) of one-third of all studies evaluated in Waldman and colleague’s major review work. In Part I, we systematically evaluate the field’s two seminal works with respect to their methods, analytic strategy, results, and interpretation of findings. And in Part II, we provide focused reviews of secondary works that each center on a specific concern we suggest should be a point of discussion as the field moves forward. In doing so, we identify a series of practices we recommend will improve the state of the literature. This includes: (1) evaluating the transparency and completeness of an empirical article before accepting its claims, (2) becoming familiar with common misuses or misconceptions of statistical testing, and (3) interpreting results with an explicit reference to effect size magnitude, precision, and accuracy, among other recommendations. We suggest that adopting these practices will motivate the development of a more replicable, reliable, and trustworthy field of organizational neuroscience moving forward.

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“…What distinguishes practices that support vertical development from horizontal development? Research (Manners & Durkin, 2000) suggests that experiences suggests that psychological safety (Edmonson & Lei, 2014;Boyatzis & Jack, 2018) is also critical as it allows the vulnerability required for learning.…”

Section: Introductionmentioning

confidence: 99%

Elevating Leadership Development Practices to Meet Emerging Needs

Chesley¹,

Egan²,

Jones³

2020

Journal of Leadership Education

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The changing landscape that leaders face demands an evolution of leadership development that not only builds skills but also grows a leader's capacity to effectively respond to and manage an ambiguous, uncertain and changing future. Based on adult development theory, we explore the nuanced difference of leadership development through two distinct, but equally useful lenses: horizontal and vertical leadership development.We examined the state of leadership development practice across fifteen large organizations and present differences in how six common leadership development practices including assessments, individual development plans, expert knowledge sharing, mentorship, coaching, and experiential opportunities were used in a more traditional skill-building way, and how principles of vertical development were incorporated. We conclude with specific practical approaches to modify traditional practices to meet emerging needs.

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The neuroscience of coaching.

Cited by 37 publications

References 80 publications

Mentoring Millennial Women in Academia

Mentoring Millennial Women in Academia

An Extended Commentary on Post-publication Peer Review in Organizational Neuroscience

Elevating Leadership Development Practices to Meet Emerging Needs

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