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Coaching Supervision Developing your coaching style to bring out the best

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sowing seeds

Pages

3 Introduction

4 What is Coaching Supervision?

5 Some context: why might Coaching Supervision matter now?

6 Origins and Purpose

10 How does it work?

14 Getting Started

17 Some Experience

18 Conclusion

19 References

Contents

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IntroductionThis edition of Sowing Seeds introduces the topic of Coaching Supervision. Of particular interest to practising coaches who wish to enhance their skill-sets, maintain their best coaching practice and provide or receive supervisory support, this is also relevant and useful for managers and leaders who employ a coaching style – and those with responsibility for managing networks or internal pools of coaches.

Whether as a coach looking to benefit from supervision, an organisation wishing to support a network of coaches or an experienced practitioner, considering how you may be able to support others with their supervision needs, this Sowing Seeds shares the purpose and benefits of engaging in supervision, suggests alternative ways of securing supervision-style support and provides practical suggestions for how you can get started.

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What is Coaching Supervision? As a very simple introduction, coaching is work carried out in confidence and this can lead to the coach carrying seemingly unresolvable issues that affect them and their work. This can impact on the client, but also the other worlds (business, colleagues, customers, social situations etc) that clients inhabit and coaching can seem obscure to that wider landscape. Supervision is a means to support the coach professionally and safely while assuring other interested parties about effectiveness, ethics, safety and quality in what they do.

Here are some helpful descriptors from four respected, credentialing Professional Bodies, which provide definition (note that in the world of coaching, the terms, ‘coach supervision’ and ‘coaching supervision’ tend to be used as if interchangeable).

The International Coach Federation (ICF) says supervision is “…a ‘peer to peer’ relationship that provides a place for continual professional development.”

Coach Supervision is where a coach (“the supervisee”) engages another coach (“the supervisor”) to support the supervisee’s overall development as a coach and their coaching practice.

The European Coaching & Mentoring Council (EMCC) describe supervision as:

… the interaction that occurs when a mentor or coach brings their coaching or mentoring work experiences to a supervisor in order to be supported and to engage in reflective dialogue and collaborative learning for the development and benefit of the mentor or coach, their clients and their organisations.

The Association for Coaching (AC) considers that:

Supervision offers a confidential framework within a collaborative working relationship in which the practice, tasks, process and challenges of the coaching work can be explored.

The Association of Coaching Supervisors offers:

Supervision on a 1-1 or group basis is the formal opportunity for coaches working with clients to share, in confidence, their case load activity to gain insight, support and direction for themselves and thereby enabling them to better work in the service of their clients.

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Some context: why might Coaching Supervision matter now? Coaching as an industry has seen an exponential growth over the last decade and beyond. An ICF study published in 2016 estimates that there are approximately 53,300 professional coach practitioners worldwide (up from 47,500 in 2012) with Western Europe accounting for the largest share (35%), followed closely by North America, with an estimated 33% share. Globally, the industry is believed to be worth more than 2.3 billion USD (£1.8 billion).

Across the UK and Wales, organisations are increasingly using coaching to support leaders and leadership, enhance performance and develop careers. The coaches themselves seem to fall into two broad groups, those that are external (accessed much like consultants) and employees who have been trained as coaches.

Alongside this growth in coaching practice, there has been a growth in advocacy for coaching supervision as an essential part of the coach’s continual professional development (CPD). Coaching is an unregulated industry, which provides a driver for the main coach credentialing organisations such as EMCC, ICF and AC to publish Professional Codes of Conduct and these include stipulations that coaches should receive coaching supervision in order to practice safely and ethically.

But, no coach, internal or external, has a regulatory or legal requirement to join such a credentialing body or participate in supervision nor, indeed, any form of CPD. A Chartered Institute of Personnel and Development (CIPD) survey found 44% of coaches were not receiving supervision, despite 86% of them stating that they believed they should (CIPD 2006).

Among the reasons commonly given for the low engagement in supervision are scarcity of suitably qualified supervisors, associated expense and a perceived lack of benefit to justify the time commitment. A further contributing factor may be that, particularly for internal coaches, their role is not always included as part of organisational skill-sets.

But the situation is changing as a rapid skim of advertisements published by those looking to hire coaches might indicate. Being in supervision is increasingly stated as an advantage (if not mandatory), perhaps pointing to a greater, market-place driven understanding of supervision as a marker of reputable, quality coaching that is worth the investment.

In addition, a number of organisations across sectors are openly espousing the growth of a ‘coaching culture’ as evidence accrues for the benefits to be had from a dialogic (Gervase R et al 2015) approach to organisational development, including related areas such as strengths-based conversations (CIPD 2017) and strong links with coaching. As plans and strategies to further such organisational cultures evolve they encounter supervision as a means of supporting values, securing ethics and maintaining effectiveness.

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Origins and Purpose What does it mean to be ‘supervised’? In a business or organisational context, the term ‘supervision’ can have connotations of management and the role of overseeing a person’s work or guiding them towards achieving certain outcomes. Alternatively, the concept of supervision in what can be considered the ‘helping professions’ has long been a key requirement (often mandatory through regulation) of being able to practice and is integral to the role e.g. as a counsellor, psychotherapist or social worker. With a broad focus on reflective practice, it is this second context from which coaching supervision derives and in which many of its pioneers began their work. Today however, many (if not most) coaching supervisors will be a qualified and experienced coach themselves.

A coach supervisor does not direct, advise, teach or manage coaches. The Association for Coaching suggests that supervision is not a ‘policing’ role, but rather a trusting and collegial professional relationship. Passmore and McGoldrick (2009) in sharing the work of Carroll agree stating that “While the term ‘super’ in the word ‘supervision’ can imply that supervisors monitor supervisees from a superior position, in practice this should not be the case.”

Clutterbuck et al (2016) suggest that some view supervision as a ‘calibration vehicle’ to ensure quality in an unregulated industry whereas others perceive it as a developmental process, aimed at the novice or inexperienced coach. They suggest that instead it is “…a unique opportunity to individually develop your skills and provide an enhanced understanding of how you work, regardless of your level of coaching experience.”

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What does it do?Frequently examined as a central rationale in the body of literature around coaching supervision is the ethical dimension and how it empowers coaches to reflect deeply upon the complex, often challenging issues they encounter. “Ethics demands consciousness – the ability to be aware of what is being done, having some insight into our intentions and being alert, watchful about when ethical issues, problems and dilemmas emerge” (De Haan with Carroll 2012).

But it is the coach’s CPD that usually begins inquiries into the nature of supervision. A study published in 2009 (Passmore and McGoldrick) found that there were a number of perceived benefits of the coaching supervision process including raised awareness, coaching confidence, perseverance, sense of belonging, increased professionalism and the development of an ‘internal supervisor’.

The EMCC recognises three functions of supervision as set out by Hawkins and Smith (2013):

1. The Developmental Function: Concerned with development of skills, understanding and capacities of the coach/mentor.

2. The Resourcing Function: Providing a supportive space for the coach/mentor to process the experiences they have had when working with clients.

3. The Qualitative Function: Concerned with quality, work standards and ethical integrity.

In practice, supervision should support the following outcomes for the supervisee (Adapted from Arnold 2014):

• Consider and reflect on their impact, mindset and personal style when working with their staff/client/coachee.

• Ensure they are meeting the needs of their staff/client/coachee and of the organisation.

• Reflect on, develop and update their skills, methods, knowledge, professional coaching and identify associated learning needs, such as leadership mentoring techniques.

• Explore with their supervisor different approaches and interventions in a supportive and challenging environment.

• Enrich client relationships and support others to be honest and ethical.

• Ensure high standards and build on best practice in coaching and any related work they may be engaged with, for example mentoring.

Clutterbuck et al (2016) suggest that a common misconception is that coaching supervision is only needed ‘when you get stuck’. “Even when your coaching is going well, there is benefit in analysing what it is that is working. Specifically, what you as a coach are doing within the process, so that you may use this learning and understanding to grow your own capability.”

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By engaging in the supervision process therefore, a coach can increase their awareness of not just their areas for development, but also the strengths that they bring (sometimes unconsciously) to the coaching relationship. This can enable a more rounded application of these skills to an increasing range of situations, resulting in a richer experience for both the coach and their client.

The restorative nature of supervision can also provide much needed relief to coaches who may otherwise be operating in relative isolation. Having protected time and space to explore and challenge their practice with an experienced and trusted colleague can contribute greatly to their understanding and enable them to respond confidently to the challenges of their work.

The Coaching Supervision Academy (CSA) suggest that such challenges might include:

• their frustrations with coachees;

• their concern that they are not doing enough;

• the difficulty of keeping to a coaching contract when the coaching ‘flow’ is going ‘off piste’;

• the undue influence of the organisation (often implicit) or of key stakeholders which might reduce coach effectiveness (power/disempowerment);

• unexpected emotional material either within the coach or in the coachee; and

• ‘ruptures’ in the coaching relationship.

When a supervisee comes to supervision, both people will be changed by the relationship and the conversation that happens between them. (Supervision)… is a place for everyone in the system to be thought about held in mind. It is a place to have deep conversations; it is a place to think creatively with a joined heart/mind perspective.

(Joan Wilmot, CSA)

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Who is it for?

Supervision is for individuals and teams wishing to extend their existing skills and knowledge, it sustains all those who mentor, coach or support others in the workplace.

(Arnold, 2014)

There are several stakeholders who need to be considered, including:

• The practising coach who may be working with individuals, teams or groups either within their organisations or externally.

• People who manage a pool of coaches within an organisation and the specific challenges they can face such as:

a. Receiving informal feedback about the efficacy of a coach in the pool.

b. Being party to confidential client notes.

c. Being subject to political pressures to match particular coaches or clients.

d. Needing coaching themselves, yet knowing all the coaches too well.

• Line managers who take a ‘coaching approach’ to working with their teams. Without being a coach in a formal sense yet utilising aspects of coaching every day, such people have ongoing needs beyond the more traditional support offered to managers.

• Mentors or mentor-coaches.

• Leaders and those who commission coaching to whom the outcomes of supervision will be of importance.

• The business: coaching is not a therapy for an individual but about improvement and change for purpose.

• Supervising supervisors: coaching supervisors also need the benefits of engaging in supervision themselves. This is not about a hierarchy or status, but more a series of nested relationships for reflective practice and assurance.

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How does it work? Why does supervision differ from coaching, isn’t it just coaching the coach? Arnold (2014) explains, ‘Supervision differs from coaching in that it has a broader, deeper and less defined remit. It is usually longer term and supports the development of the coach in the service of their client. The focus is more on the coach/client dynamics and the complex relationships across the organisation.’ Arnold continues:

At its simplest, coaching supervision is the practice of reflecting on your client work. If we focus on the element of “vision”, then this highlights the fact that the activity enhances your ability to “see” your work from an expanded perspective. By examining how you practise, you can illuminate the subtle choices you make in client conversations. Through reflection it becomes possible to celebrate your strengths, uncover your blind spots and explore the potential for unconscious bias.

Perhaps the most essential element for coaching supervision to work well in the service of not just the coach but their clients, their wider business and organisation, is the quality of the supervisory relationship. Central to this is trust and confidentiality: a ‘safe space’. Erik de Haan, referring to Hawkins and Shohet’s 2006 work, points out that “…one of the biggest obstacles to effective supervision is the supervisee’s fear that he [sic] will be judged or criticised by the supervisor”. (De Haan 2012). A good supervisor will be able to identify and keep this problem at bay.

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Approaches to Supervision: While the term ‘supervisor’ often refers to a qualified and usually more experienced person supporting the work of another, there are various ways in which such support can be provided to practising coaches. Loosely grouped under the heading of ‘supervision’, yet these may or may not engage the presence of a supervisor so differ in how they operate. The matter of creating a ‘safe space’ in all instances is, however, critical. The table below sets out four of the most common methods:

• One-to-one coaching supervisor to coach

A qualified coach supervisor provides individual supervisory support to a coach..

• One-to-one peer supported reflective practice

Commonly where two coaches pair up to support each other’s reflective practice. Neither has a formal supervisory role in this instance.

• Group coaching supervision

One qualified supervisor provides support to several coaches within a group setting. This may sometimes take a similar form to an Action Learning Set where members of the group offer support to each other in a structured format.

• Group peer supported reflective practice

As above but where a group of coaches, none of whom have overall supervisory responsibility, meet up to provide reflective support to each other.

Arnold (2014) suggests that while peer supervision is better than no supervision at all, it can lack the challenge and be non-judgemental or less effective as one-to-one or group sessions with a qualified supervisor. Clutterbuck et al (2016) compare the benefits and limitations of adopting a group approach versus individual support using a qualified supervisor. (see page 12)

Contracting within organisations

Human Resources

Line Manager

Organisation

Supervisor

Coach

Coachee

(adapted from Arnold, 2014)

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Individual Group

Benefits • Clear that the supervisor is responsible for ‘holding the space’.

• Clear that you, as the supervisee, need to decide how you want to use the time.

• Dedicated time for your personal reflection, typically encouraging a depth of exploration that is less likely to be achieved in a group setting. It is simpler for the supervisor to take a developmental perspective as they are only focussed on you. They can therefore more deliberately chart how independent thinking is shifting.

• Can be more easily arranged on an ad-hoc basis should an urgent need for supervision arise.

• Clear that the supervisor is responsible for ‘holding the space’ on behalf of the group.

• An opportunity to share your experience and learn through others.

• Tends to generate a sense of connection and community of support gained from belonging to a small community of peers. (Proctor, 2000)

• Other supervisees’ contributions can broaden reflections over and above what might occur in a one to one session.

• The group tends to generate a greater variety of input. As neuroscience research is showing, novelty can enhance learning. (Rock,2008)

• Puts into perspective the challenges you face.

• Group dynamics, if handled well, can accelerate learning.

• A cost-effective way of accessing supervision.

Limitations • The supervisor may not be able to offer the breadth of perspectives that peers can bring – there is only one of them, they may have a different philosophy or approach and they are likely to be at a different developmental level in their own practice compared with the supervisee.

• Typically more costly than group supervision..

• Less time for exploration of any one individual’s issue.

• Whilst it is natural to compare yourself to your contemporaries, some comparisons can be unhelpful, leading to feelings of incompetence, shame or conversely arrogance and ‘one-upmanship’.

• Group dynamics, if not handled well, can impede learning.

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Regardless of method, however, Arnold (2014) suggests the most important aspect of supervision is the contract. “Both supervisor and supervisee need to be well informed of what is expected and have clear boundaries and agreed guidelines.” Frequently a written document making clear what the roles of supervisor and supervisee encompass together with a confidentiality undertaking, these contracts can also include interactions outside of the direct supervisor and supervisee relationship and wider implications of organisational contracting may need to be considered.

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Getting Started This section focuses on how to get started, accessing supervisory support, introducing it as an idea to your organisation or becoming a supervisor yourself.

Finding Supervisory SupportAs discussed, there are options for the method of providing coaching supervision. If you are an internal coach working mainly within your own or partner organisations, you may have a designated person with the role of coaching lead or coordinator to turn to. This person may know the organisation’s policy on accessing supervision and may be deeply connected with the wider coaching community (including being a member of one of the main professional organisations).

You can also elect to join a cross-organisational network such as the All Wales Coaching Network, hosted by Academi Wales where you will find a community of coaches who have been trained to offer supervisory-style peer-support. Some may well have their own, external supervision arrangements and be in touch with individuals and organisations that could help widen options and inform through experience.

If engaging an external, qualified supervisor to work with, there is guidance available from recognised bodies about what to look for. Sources for this (although much is restricted to members) include the websites of professional bodies, such as The European Mentoring and Coaching Council, The International Coaching Federation and The Association for Coaching. The Association of Coaching Supervisors offers help finding suitably qualified and experienced practitioners. CIPD members will have access to a number of useful resources as will colleagues working in the other ‘helping professions’, such as Social Work.

When choosing a supervisor, Edna Murdoch of the Coaching Supervision Academy suggests that as a rough guide, a coach supervisor needs to:

• Have a recognised qualification in coaching supervision.

• Be in touch with developments in the field of coaching.

• Have knowledge of corporate life and organisational systems.

• Have a significant level of psychological understanding.

• Have sensitivity to the learner’s situation and to different learning styles.

• Have the ability to work with different coaching styles.

• Have a minimum of 3 years practice as coach or coach mentor.

• Demonstrate the highest ethical and professional standards.

• Demonstrate that their work has been professionally supervised over a number of years.

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Murdoch also reminds us that we should remember, “It is very important that we feel comfortable with our supervisor – comfortable and safe enough to have a conversation in which all areas of our work can be explored and in which we can develop, personally and professionally. Supervision will inevitably touch on the vulnerabilities of the supervisee and so supervisors are trained to challenge without threatening development or learning.”

Becoming a SupervisorIf you are an experienced coach and would like to train as a supervisor, there are a number of organisations which offer coaching supervision qualifications such as the Institute of Leadership & Management (ILM). However, before making this investment, consider whether or not the role of supervisor is right for you.

The Association of Coaching Supervisors (AOCS) website suggests that, rather like brilliant football players who do not always translate into the world’s best football managers, then being a good coach does not automatically translate into being a good coach supervisor.

Taken from the website, the AOCS invite coaches to consider the following before developing a career as a supervisor:

1. Ensure you are in regular supervision yourself as a coach. How can you practise what you preach if you don’t? It will also help you to see the life and role of a supervisor.

2. Examine your key motivation for wanting to become a supervisor. Is it the same as what led you into coaching? Might there be an unconscious ‘shadow-side’ that can be explored?

3. Look at your skills and personality. The ethical and quality control aspects of supervision do not suit everyone. Supervision is not just coaching the coach. There is a duty of care and elements of risk attached that even after training you may not feel happy to do.

4. A supervisor must uphold standards and be willing to balance a tricky stance on ethical issues while at the same time being a safe and supportive environment for coaches to learn. Having your own supervisor to fall back on (point 1) will be crucial to alleviate risk.

5. For coaches working in a corporate context there is a real need for a different focus for the supervision especially in a world of complex systemic issues involving multiple stakeholders and multi-party contracting. Having a corporate background as a coach certainly helps. Most supervision programmes (and competency frameworks) have a strong underpinning of psychological principles, so if your original coach training did not have this and your CPD has not focused on this, you may want to consider the implications of undertaking an in-depth programme of work.

6. Bearing mind how long it took you to become the excellent coach that you are, what is your timescale for achieving what you would like as coach supervisor?

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Bringing Supervision into your OrganisationWhether considering buying-in coaching supervision or developing internal capability and capacity, there are some common factors – aside from organisational practicalities e.g. budgets.

“Coaching supervision is … the pivotal link between theory and coaching practice. For those who organise coaching services, it’s the key to effective quality assurance, to managing the risks that can be inherent in coaching, and to drawing the learning from the coaching conversations that take place in the organisation. It can help to increase the return on an investment in coaching and can even help provide evidence of that return.” (Hawkins and Schwenk quoted in Arnold, J 2014)

Arnold (2014) suggests some useful questions for organisations to consider before investing in developing supervisors or commissioning external supervision:

• What kind of supervision do we need to ensure best practice?

• How often does supervision need to be scheduled?

• Where will supervision occur?

• What is the purpose of supervision in our organisation?

• And when supervision is effective, what does that look, feel and sound like?

• And what needs to happen for all stakeholders to be confident in the process?

• What kind of measurement, review and evaluation needs to be in place?

• And what needs to happen for effective measurement, evaluation and review processes to be set up?

• And when clear contracts and agreements are in place and all stakeholders are confident, then what happens? And...

• What happens next?

And finally…Who supervises the supervisor? As mentioned earlier, even trained supervisors should engage in supervision of their own practice. So if you are thinking about engaging a coaching supervisor – or becoming one – this point needs to be covered if the quality assurance is to describe a virtuous circle around the entire coaching system.

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Some ExperienceHere is a sample of some feedback, provided by a practising, qualified coaching supervisor from a number coaches who have received supervision. It is not attributable to any individuals but the themes expressed are commonly encountered by coaches.

“I really felt I was useless as a coach, my client just seemed to be disengaged and focussed on one thing. I have come to realise that I was judging their issue not listening to it.”

“I was fascinated by a new technique but worried about using it ‘raw’ with a client. Practising and noticing how well I could use this technique was so useful.”

“As a group of coaches, we realised that we have shared learning needs and supervision has been central in fulfilling these in our separate ways then sharing reflection on how we applied the learning and to what effect.”

“I had not thought that I might be unconsciously using my earlier career skills as a coach! At first I felt terrible about this, but have come to find what is very useful for clients and their needs from my bigger skill set.”

“Quite simply, I realised I was tired and this made me unfocused and unhelpful to clients. Ways of restoring myself have been explored and applied and I now feel much happier that I am effective.”

“That my client’s most compelling relationship was with their customer and not their manager (as I has assumed) transformed how I was able to help.”

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Conclusion As the demand for coaching increases within and across our organisations, and more and more coaches are developed to meet this demand, we must ensure that, whatever method is chosen, they are adequately supported to provide the best possible service to their clients, to develop their reflective practice skills or ‘internal supervisor’ and to maintain their well-being in what can sometimes be an isolated role. By supporting practitioners in this way, we enable greater quality, consistency and sustainability for the future of coaching within Welsh public services. We will also be some way towards growing our own, Welsh coaching culture founded on ethical maturity, quality assured and professional.

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References Arnold, J (2014) Coaching Supervision at its BEST. Crown House 2014

Clutterbuck, D Whitaker, C & Lucas, M (2016) Coaching Supervision. Routledge

https://www.coachfederation.org.uk/professional-development/coach-supervision/ (Accessed online, September 2018)

https://www.emccouncil.org/quality/supervision/ (Accessed online, September 2018)

https://c.ymcdn.com/sites/www.associationforcoaching.com/resource/resmgr/Accreditation/Coach_Accredaition/Supporting_Documentation/CA_Supervision_Guide.pdf (Accessed online, September 2018)

https://www.associationofcoachingsupervisors.com/supervisors/prerequisites-for-becoming-a-coaching-supervisor (Accessed online, September 2018)

https://coachingsupervisionacademy.com/what-is-coaching-supervision/ (Accessed online August 2018)

2016 ICF Global Coaching Study: https://coachfederation.org/app/uploads/2017/12/2016ICFGlobalCoachingStudy_ExecutiveSummary-2.pdf

Passmore, J & McGoldrick, S (2009) Super-vision, extra-vision or blind faith? A grounded theory study of the efficacy of coaching supervision. International Coaching Psychology Review. 4(2). 143-159.

Bachkirova, T (2011) Coaching and Mentoring Supervision: Theory and Practice (Supervision in Context). Open University Press

De Haan, E (2012) Supervision in action: a relational approach to coaching and consulting supervision: A relational approach to coaching and consulting supervision. Open University Press

Gray, D.E (2010) ‘Towards the lifelong skills and business development of coaches: An integrated model of supervision and mentoring’ Coaching: An International Journal of Theory, Research and Practice. 3(1) 60-72.

Hawkins, P (2010) Coaching Supervision. The OCM Coach & Mentor Journal. Accessed online August 2018.

Passmore, J, Brown, H, Csigas, Z & the European Coaching and Mentoring Research Consortium (2017) The State of Play in European Coaching & Mentoring – Executive Report. Henley-on-Thames: Henley Business School & EMCC International

CIPD Research Report, November 2017. Strengths-based performance conversations: an organisational field trial.

Hawkins, P & Schwenk, G (2006) CIPD Coaching Supervision: A Paper Prepared for the CIPD Coaching Conference 2006.

Grevase R, Bushe & Robert J Marshak et al (2015) Dialogic Organisation Development: The Theory and Preactice of Transformational Change. Berrett-Koehler Publishers Inc.

Sowing Seeds: Coaching Supervision – Developing your coaching style to bring out the best

Written by: Marie Edwards, Learning & Organisational Development Manager at Swansea Bay Health Board, who is undertaking a PhD in Coaching Psychology and Mary Hughes, Executive Coach, Coaching Supervisor and Associate of the University of South Wales, delivering the Coaching Supervision service.

Edited by: Jo Hicks, Director, Academi Wales

© Crown copyright 2019 WG37584 Digital ISBN 978-1-83876-194-3 Print ISBN 978-1-83876-196-7

Mae’r ddogfen yma hefyd ar gael yn Gymraeg / This document is also available in Welsh.