Diploma in Coaching Supervision

Diploma in Coaching Supervision

Course Handbook 2021

Diploma in Coaching Supervision – Course Handbook 2020

Contents

THE ICCS TEAM

● Contact Details

CORE ELEMENTS OF THE DIPLOMA

● Overview

● Live Training Modules

● Guidance on Practice Supervision

● Guidance on Supervisory-Supervision

● Guidance on the Case Study Reflective Essay

● Guidance on the Personal Research Project

ASSESSMENT & QUALIFICATION

● What do I need to do to qualify?

● How do I submit my assessment materials and get my result?

● What are the possible results?

BIBLIOGRAPHY

● Core book list

FEEDBACK AND COMPLAINTS PROCEDURE

● Feedback during the course

● Evaluation of the course

● Complaints

ONLINE RESOURCES

● ICCS Calendar

● The Coach Supervisors Lounge on Facebook

APPENDIX 1 – EMCC SUPERVISION COMPETENCE FRAMEWORK

● EMCC Supervision Competence Framework

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WELCOME

Congratulations on joining the Diploma in Coaching Supervision and for taking your next

professional step as a coach.

This is a significant step and we hope you find your journey through the programme

enjoyably demanding, intellectually expansive and emotionally rewarding as you put to

practise everything you learn along the way.

It is often the case that coaches embarking on this programme to be supervisors will not

have undertaken a full training programme such as this for some time. It can be daunting to

step back into the shoes of a learner especially as an experienced professional in your field.

We aim to do everything we can to make this a supportive, enriching and generative

experience.

This course handbook lays out what you can expect along the way as you progress through

the course. It is, in effect, your reference point for all the course elements and for how you

go about qualifying as a coaching supervisor with ICCS.

As an EMCC accredited ESQA course, we also include here useful appendices on the EMCC’s

supervision competence framework and their ethical code.

The learning journey is meant to be enjoyable, as well as effective in training you in

supervision, and it matters to us hugely that we hear from you if there’s anything we can do

better. For that reason, we also layout how you can offer us feedback along the way or, if

necessary, even how you can make a complaint. Of course, we trust you won’t have to but

we’re always ready to do our part in putting things right.

Thank you for choosing ICCS to begin your professional journey into coaching supervision

and I look forward to working with you along the way.

Nick Bolton

Founder & CEO

ICCS

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THE ICCS TEAM

Nick Bolton: Founder & CEO

Nick is the CEO of ICCS. Nick is responsible for the vision and strategy of the school.

[email protected]

Jazel Gonzales: Training Administrator

Jazel takes care of all training administration and is the person to contact if you have any queries around the programme.

[email protected]

Stephanie Gallardo: Finance Officer

Stephanie takes care of the finances for the schools and is your first port of call for any queries around your invoice or payments.

[email protected]

THE FACULTY

The faculty comprises experienced coaching supervisors from across the range of professional coaching backgrounds and disciplines.

Each has their own coaching and supervision practice and facilitates independently for ICCS.

The faculty will continue to grow and you can find the up to date faculty at https://iccs.co/faculty

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https://iccs.co/faculty


CORE ELEMENTS OF THE DIPLOMA IN COACHING

SUPERVISION

The Diploma in Coaching Supervision consists of a number of elements which, together,

provide a comprehensive learning experience for you to become a coaching supervisor.

The core elements are

● 20 3.5-Hour Live Virtual Training Sessions

● 5 Two-Hour Reflective Practice Group Sessions

● 25 Hours of Supervision Practice

● Reflective Writing

o Case Study Reflective Essay

o Personal Inquiry Essay

The course consists of 80 hours of synchronous learning and an estimated 150 hours of

learning hours in total.

Each element is covered in more detail below starting with the live-training modules.

Twenty 3.5-Hour Live Virtual Training Sessions

At the heart of the course are the 20 sessions of 3.5-hour long live, virtual classes each of

which explores aspects of coaching supervision.

With no more than 15 participants in each session, the course is an intimate experience in

which you’ll get to know and work with your peers and tutors.

To qualify, you must attend a minimum of 80% (16) of the sessions. You will be able to

watch missed sessions as video recordings.

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Each session has a broadly similar structure made up of:

● Pre-reading

● Content presentation and Q&A

● Group & breakout discussions

● Breakout practice

● Observed fishbowl supervision & feedback

● Exploration of your client-supervision

The live sessions are as follows:

Module One - Foundations of Coaching

Supervision

Session 1 - Functions of Coaching

Supervision

● 3 Functions

● Heron’s 6 Categories

● Reflective Practice

● EMCC Competencies

Session 2 - Contracting For Success

● Contract Types

● The Psychological Contract

● Sills’ Contracting Matrix

● Tripartite Contracting

Session 3 - Seven Eyed Model (Part 1)

● Setting Up the Relationship

● Eye 1 - the Client

● Eye 2 - the Intervention

● Eye 3 - the Coach/Client

Relationship

● Eye 4 - the Coach

Session 4 - Seven Eyed Model (Part 2)

● De Haan’s 4 Levels of Awareness

● Eye 5 - the Supervisor/Coach

Relationship

● Eye 6 - the Supervisor

● Eye 7 - the System

Session 5 - Additional Key Models

● Clutterbuck’s 7 Coaching

Conversations

● Johari Window For Supervision

● Working With Recorded Sessions

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Session 6 - Supervision Dynamics

● Relational Complexity in

Supervision

● Deference & Power

● Shadow & Shame

● Collusion

Session 7 - Ethics In Coaching Supervision

● EMCC Code of Ethics

● Carroll’s Ethical Maturity

● Common Ethical Dilemmas in

Supervision

Module Two - Group Supervision

Session 8 - Group Supervision: Dynamics

and theory

● Theoretical Underpinnings

● Key Thinkers

● Group Dynamics

Session 9 - Group Supervision: Processes

● Setting up sessions

● Action-Learning

● Balint/Positive Gossip

● Fishbowls

Session 10 - Group Supervision: Practical

Dimensions

● Group Contracting

● Challenging emotions in groups

● Managing Conflict

● Common Challenges

Module Three - Applied Theoretical

Lenses

Session 11 - Solutions Focused Coaching

Supervision


● What’s Working?

● Working with Scaling

● Miracle Question

Session 12 - Positive Psychology Coaching

Supervision


● Positive Emotions

● Strengths-Based Supervision

● PERMA

Session 13 - Transactional Analysis

Coaching Supervision


● Games & Racketing

● Discounting

● Games in Supervision

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Session 14 - Psychodynamic Coaching

Supervision


● Transference

● Countertransference

● Projective Identification

Session 15 - Systemic Coaching

Supervision


● Nested Systems

● Systemic Models

Session 16 - Gestalt Coaching Supervision


● Cycle of Experience

● Gestalt Practices

● Chair Work

Session 17 - Existential Coaching

Supervision


● Key Existential Themes

● Phenomenology

● 4 Worlds Model

Module Four - Developing Your

Supervision Practice

Session 18 - Navigating Difference in

Supervision

● Unconscious Bias

● Difference within the System

● Difference for the Supervisor

Session 19 - Finding & Contracting

Supervision Clients

● Marketing and Sourcing

● Managing Consultations

● Securing and Contracting

Supervisees

● Developing Referrals

Session 20 - Planning Your Next Steps

● Developing Your Unique Approach

● Credentialing

● Further Learning

● Next Step

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Reflective Practice Groups

As part of the learning journey on the Diploma in Coaching Supervision, you will take part in

a Reflective Practice Group.

There are 5 sessions of Reflective Practice Group work and each will have a maximum of 6

participants.

These serve three main purposes:

1. To supervise your supervision work and support you with challenges.

2. To discuss shared questions around supervision.

3. To provide the space for an assessed sessions of supervision.

You are required to take part in a minimum of four of the five sessions.

Each session lasts two hours providing supervision-of-supervision, discussion and practice.

This is where you can bring the supervision work you are doing outside of the training in

order to explore any challenges, concerns or learning points.

It is important that you have case material to discuss in order to make the learning space as

rich and productive as possible and you’ll be expected to engage in reflective practice to

bring your material to the session.

The format of the session will be agreed by the group as a way to group contracting and

may include:

● Case presentation and exploration

● Information around emerging themes

● Process review of the group work

The last two sessions provide the space for live assessment of your coaching supervision

within supportive fishbowls.

These sessions are marked against competencies by the supervisor for the final qualitative

assessment.

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25 Hours of Supervision Practice

As part of the qualification criteria on the Diploma in Coaching Supervision, you are required

to complete 25 hours of supervision practice with supervisees.

This turns theory into practice and is a critical step in becoming a competent supervisor.

The following offers guidelines and requirements for these sessions.

● You must log a minimum of 25 hours of one-to-one supervision. A maximum of 15

hours of group supervision can be counted towards your hours.

● Supervisees must be currently practising as coaches who bring existing work into

supervision. Working with coaches who are not currently practising in order to

supervise historic work is not nearly as effective for your own growth as a supervisor.

● You should avoid supervising coaches who are close friends and family due to the

vested interests and assumptions this can often bring.

● For a better learning experience, we encourage you to develop supervision

relationships of five sessions or more. However, single sessions and short contracts

still count towards your hours.

● Supervision should be logged and should include:

o Date of session

o Duration

o Supervisee identifier

Sessions can take place face-to-face, by telephone or by a VoIP service such as Skype or

Zoom.

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Reflective Writing

The final element of your development is in your reflective writing. There are two

written pieces that focus on your development as a coaching supervisor.

These are:

● Reflective Case Study

● Personal Inquiry Essay

Reflective Case Study

The following offers guidelines and requirements for this essay.

● The essay should be 2500-3500.

● The aim of this essay is to share a journey you took with a supervisee and to explore

reflectively (not merely descriptively) what happened, the outcomes and what was

learned.

● The aim of writing this essay from your perspective is to encourage you to articulate

reflectively your case-work in order to support both your own and your supervisees’

ability to present case histories.

● Areas to consider in your essay are:

o How did the supervisory relationship begin and what impact do you think

that might have?

o What was the contract and how was this agreed?

o What were the presenting issues that emerged through the supervision?

o What did your client learn? How do you know?

o What did you learn about yourself as a supervisor?

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o What did you learn about supervision?

o What might you have done differently?

o What were some of your beliefs and assumptions that underpinned or

influenced your work?

o How did the relationship end?

o Did you get feedback and, if so, what did you learn from it?

● You are writing a reflective essay, not an academic essay, and so it is important that

your views, feelings and experiences are brought to the fore.

● Don’t simply describe what you did – reflect on it. See below under “What is a

Reflective Essay?” for more on this.

What is a reflective essay?

A reflective essay is a non-academic piece of writing that focuses on your personal

experience of the thing under discussion. So, if you are writing about solution-focused

supervision, we are not looking for a detailed description of the theory and practice but

rather how it felt for you to use it; where you struggled with it; where it worked for you;

how you gauged its success as a method; and what it leaves you with after the reflections.

You should also avoid merely narrating what happened and instead reflect on what it meant

to you and your practice with this particular client.

● For example:

“I asked the supervisee what they wanted to get from the supervision and they said

they wanted to deepen their understanding of how to work with clients around

emotions. I asked what this would mean to them and they described it as having

more tools at their disposal. I asked what support they’d want from me – was that

information on new approaches or something else and they said they’d really like to

be introduced to a range of approaches. I knew a number of books and so wrote a

list…. ”

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Notice how this only describes what happened. We are looking for in the reflective essay is

your experience of the work and your reflections on what theories you were calling upon

and the practices you were using.

For instance:

“The supervisee described how they wanted more tools at their disposal to work with

clients around emotions. It’s interesting looking back now as I sense that the

supervisee himself didn’t seem in touch with his own emotions. As I reflect now I

wonder if this might have been a parallel process but it’s curious how I didn’t pick

that up. In fact, I felt a pressure to comply and almost just reeled off a list of books I

knew would be useful. This tension between Heron’s informative and catalytic

interventions was present throughout my journey and I often found myself drawn

towards giving information!”

Here the supervisor is reflecting actively on his or her practice and looking beyond the

events to the meaning and learning from them.

● Whilst you will not be marked specifically on spelling and grammar, it is important

for your professionalism that you can present cases and concepts in a credible

fashion. We encourage the use of a proof-reader or, at the very least, careful use of

a spell-checker.

● Essays should be well structured to make for a comprehensible read. We would

expect to see:

o An introduction (around 250 words)

o The core content well developed

o A conclusion (around 250 words)

A note about referencing for ICCS.

This is not an academic essay. As such, should you choose to reference authors or papers,

we would like to see the reference as a footnote but we do not require an academic

referencing style – just a clear signpost to the source.

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Personal Inquiry Essay

This is a 2500-3500 word essay that enables you to answer a question that interests you

around coaching supervision.

The key to the personal inquiry essay is to tackle something that genuinely intrigues you.

We are interested in what your inquiry was, how you considered it and what you

learned.

There are four parts to a personal inquiry essay:

● The inquiry

● The exploration method

● The learning

● The conclusions

The inquiry is what you're trying to answer. What has grabbed your interest? What are you curious about?

The exploration method is how you try to answer it. Perhaps you complete a simple

literature review (not academic per se but looking to see how other people have tackled the

same question) and then you test concepts in practice. Perhaps you interview a series of

thought leaders. Or perhaps you approach this with an action research orientation, using a

specific intervention in your work and analysing the outcomes. Your method is anything

that enables you to answer your question.

The learning is all the things you discovered along the way and what they mean to you as a practitioner.

The conclusion is what you deduce. What sense do you make of it? What answers do you come up with? These should be your conclusions rather than a mere regurgitation of what

you read.

The Personal Inquiry Essay is not an academic piece and nor is it assessed. We are interested to see how you tackle a question that intrigues you in some way.

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ASSESSMENT & QUALIFICATION

The Diploma in Coaching Supervision is accredited by the European Mentoring and Coaching

Council (EMCC) having been awarded the prestigious European Supervision Quality Award

(ESQA). It has also been accredited by the International Coach Federation (ICF) for 164

Continuing Coach Education (CCE) hours of which 76 are Core Competencies and 88 Resource Development.

As such it is necessary that we meet not only our own standards of observing high-quality

practical supervision skills by the time of qualification but that we meet these bodies’

standards around competencies, ethics and assessment procedures.

The qualifying requirements

To qualify you will need to:

● Attend at least 80% of the live training sessions.

● Attend at least 4 of the 5 Reflective Practice Group sessions including at least one assessment session.

● Complete a supervisor-assessed session as part of the Reflective Practice Group.● Complete and log 25 hours of coaching supervision.● Submit one Reflective Case Study.● Submit a Personal Project.

Supervisor-Assessed Session

As described above, all participants must complete a supervisor-assessed supervision

session as part of the final two sessions of the Reflective Practice Groups.

The session is assessed against EMCC Supervision Competencies.

However, as it would be too complex and bureaucratic to assess each competency

individually, and especially over one session, the assessment is performed using a simplified

process of “green flags” and “red flags”.

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Green flags

Green flags are core behaviours which meet the broad spirit and aims of the EMCC

Competencies and can be identified throughout a supervision session.

Our Green Flags are:

● Establishes a clear, positive contract for the supervision session

○ Explores clear outcome

○ Agrees realistic expectations based on session duration

● Creates a positive, open working partnership

○ Shows empathy

○ Displays warmth

● Demonstrates a good understanding of the supervisee’s aims, hopes and

challenges through:

○ Listening

○ Clarifying questions

○ Summarising

● Demonstrates knowledge of coaching supervision models

○ Uses established models and processes appropriately

○ Draws on a range of approaches as required

● Facilitates development through:

○ Catalytic questions that create new thinking

○ Informative moments based on known theory or personal experience where

useful

○ Confronting challenges where useful

● Offers support

○ Used supportive interventions to normalise experiences

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○ Enables cathartic moments where useful

● Draws out systemic issues

○ Makes use of systemic models and questions as necessary

○ Actively introduces Eye 7 to bring in wider stakeholders

● Promotes professional standards

○ Raises ethical issues and concerns where relevant

○ Demonstrates ethical maturity where relevant

Red flags

Red flags are behaviours that clearly are clearly detrimental to the supervision or that offer

poor role-modelling to the supervisee.

Red Flags are:

● Talks at cross-purposes to the supervisee without understanding their hopes for the

session.

● Pursues their own agenda or personal issues

● Frequently interrupts the supervisee in a way that is not useful or appropriate

● Relies overly on advice and prescription where a more catalytic approach would

empower the supervisee

● Colludes with the supervisee, client or system

● Suggests unethical behaviours

The Assessment Philosophy

This is not a tick box exercise. We base our assessments on the discernment of the

supervisor, supervisee and peer group assessors in collaborative dialogue.

The Green & Red Flags present talking points not binary outcomes.

We expect that all supervisors who reach this stage of the course will pass. At this point

they have been observed and supervised multiple times and the final assessment is a

culmination of this journey enabling one final observed session of feedback.

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However, if the supervisor demonstrates behaviours that are clearly contrary to the

competencies and our flag system, this will lead to a conversation and a deferral for a

further assessment.

Outcomes of the assessment

There are two possible results from an assessment - Pass or Retake.

Pass

A pass grade shows overall good competency against these criteria. We are not looking for

perfection but a level of competence that suggests it is ethical and appropriate for you to

practise professionally.

Retake

A Retake is the result of supervision which is unclear, unfocused or doesn’t follow the core

principles. Concerns we look for here include:

● Poor rapport in which communication breaks down

● Lack of an outcome leading to unfocused chatting

● Failing to respect the supervisee’s space to share their experience

● Persistent advice giving

● Demonstrating overt sympathy and “colluding” with the supervisee on their problem

● Offering feedback as psychological analysis

● Offering personal philosophies or beliefs as the answer or way forward

In the event of a Retake, the student can submit a recorded session for assessment for a

small fee to cover the cost of the assessor.

The descriptions above offer a broad view of what we are looking for and against which we

will assess a session. However, this is not designed as a tick-box approach to a Pass and the

assessor will bring their own judgment into the assessment as would be expected in a

person-centric activity like coaching supervision.

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BIBLIOGRAPHY

Module 1

● Supervision in the Helping Professions - Peter Hawkins & Aisling McMahon

● Coaching and Mentoring Supervision: Theory and Practice (Supervision in Context) -

Tatiana Bachkirova, Peter Jackson and David Clutterbuck

● Supervision in Action – de Haan

● Coaching as Transformation – Robin Shohet

● A Different Wisdom – Pam Henderson

● Helping the Client – John Heron

● Ethical Maturity in the Helping Professions – Michael Carroll

● The Reflective Practitioner: How Professionals Think in Action - Donald A. Schon

Module 2

● Group Supervision – Brigid Proctor

● From One to Many – Jennifer Britton

● Group and Team Coaching - Christine Thornton

Module 3

● Handbook of Positive Supervision – Fredrike Bannink

● Inspiring Creative Supervision – Jane Wood & Caroline Schuck

● Creative Supervision - Mooli Lahad

● Existential Perspectives on Supervision – Ed. Emmy van Deurzen

● Existential Psychotherapy – Irvin Yalom

● Executive Coaching: A Psychodynamic Approach - Catherine Sandler

● Reflective Practice and Supervision For Coaches (Coaching in Practice) - Julie Hay

Module 4

● Coaching Supervision: A Practical Guide for Supervisee - David Clutterbuck, Maria

Whittaker & Carol Lucas

● Supervision in Coaching: Supervision, Ethics and Continuous Professional

Development - Jonathan Passmore

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FEEDBACK AND COMPLAINTS PROCEDURE

Feedback

Feedback is our life-blood for improving our courses, our delivery and our service and we

value it immensely. Never be shy of offering it.

There are a number of ways of offering feedback.

1. To the course leader on the day of training: We are always happy to hear about and

discuss any feedback you have about the course or its delivery. Please always feel

confident that you can approach the trainer on the day.

2. Via the course feedback: We will give you a course feedback form towards the end

of the course and ask that you complete this and submit it for our Head of Training

to review. It can be submitted anonymously or you can include your details should

you want some follow up.

3. Email our Head of Training: If you feel your feedback needs to be dealt with directly,

you may email our head of training at any time on [email protected]

Complaints

Should you have a complaint about any aspect of this course, whether that be training or

service, please email our client services at [email protected] and we will then determine the

best place for this to be dealt with within the team.

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ONLINE RESOURCES

The Course Page

Each cohort on the Diploma in Coaching Supervision has a dedicated online page that gives

you access to:

● The course brochure

● The student handbook

● All session dates

● Links to live-training sessions

● Links to recorded sessions

In the event that you can’t attend a live session, please email [email protected] so we can

keep a record of your attendance and ensure you get the link to the recording.

The Coach Supervisor’s Lounge - a private Facebook group

Our private and confidential group on Facebook, is called The Coach Supervisor’s Lounge . It provides a great way to stay connected with the community simply and quickly – it’s

essentially a bustling, lively virtual café where people can share potential clients, celebrate

successes or stay up to date on forthcoming events.

You should have received an invite from our client services to your email account via

Facebook to join the Lounge. If you haven't seen this yet, it may have gone into your junk /

spam email folder so it’s worth checking there. Please let client services know if you have

not had it by contacting [email protected]

Finally, it’s important to us that The Lounge remains free of third-party events and products,

courses or services and that all posts are connected to the ICCS journey rather than being

generic quotes, pictures and inspirational thoughts. Thank you for your understanding.

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mailto:[email protected]

mailto:[email protected]


APPENDIX 1:

EMCC SUPERVISION COMPETENCE FRAMEWORK

EMCC supports the use of competence frameworks as part of a wider approach to the

training, development and assessment of coaches, mentors and supervisors. The EMCC

Supervision Competence Framework describes the skills and behaviours we believe to be

associated with good practice in supervision.

EMCC also accepts that competence frameworks have limitations. There are some qualities

of an effective supervisor, for example, ‘personal presence’, that may not be easily broken

into constituent parts. Therefore, EMCC advocates an awareness of the whole person in

addition to the skill-set that they have to offer i.e.‘how they are being’ is equally as

important as ‘what they are doing’. Please bear this in mind when working with the EMCC

Supervision Competence Framework. The capability indicators listed below each

competence heading are therefore there for guidance only and are not a list of absolute

requirements.

1. Manages the Supervision Contract and Process

Establishes and maintains a working contract with the supervisee and manages the

supervision process effectively.

a. Contracting

i. Establishes a contract for the supervision relationship

ii. Includes 3-way, 4-way and group contracts as required

iii. Addresses practical, professional and psychological aspects of the relationship

iv. Revisits and reviews the contract, on an ongoing basis, according to need

b. Managing the Process

i. Is able to explain the purpose and practice of effective supervision

ii. Can describe the philosophy (including values and beliefs) that informs their

practice

iii. Is able to structure supervision sessions and tailor this to each supervisee

iv. Works in an open, transparent and collaborative way

v. Is able to adapt personal approach to meet the coach/mentor’s preferred

learning style

2. Facilitates Development

Enables the supervisee to improve the standard of their practice through a process of

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facilitated reflection.

a. Attributes

i. Has a good understanding of supervision models, theories, frameworks and

ethical codes

ii. Is able to assess the level at which the supervisee is working as a coach/mentor

iii. Is able to use constructive challenge to assist the supervisee in developing new

perspectives

iv. Has the ability to train and develop coaching / mentoring skills

v. Is able to share personal experience e.g. stories, in service of the supervision

process

b. Behaviours

i. Provides interventions that match the developmental stage of the supervisee

ii. Facilitates the supervisee to reflect on their coaching / mentoring work

iii. Helps the supervisee to recognise unconscious biases

iv. Facilitates deep shifts which are embedded in the supervisee’s style and in their

practice

v. Assists the supervisee to develop their ‘internal supervisor’

vi. Encourages the supervisee to experiment with new techniques

vii. Enables the supervisee to see things from different perspectives

viii. Acts as a role model for good reflective practice

3. Promotes Professional Standards

Supports industry standards, compliance with an ethical code and commitment to

continuing professional development.

a. Professional Compliance

i. Promotes adherence to an ethical code

ii. Encourages active membership of at least one professional body

iii. Encourages use of insurance as required within the country of operation

iv. Is aware of the relevant legal responsibilities of a coach/mentor & supervisor

v. Maintains a record of supervision experience

b. Ethical Practice

i. Applies a code of ethics as a supervisor

ii. Supports supervisee to develop their own ethical maturity

iii. Operates within the limits of own competence

iv. Refers the supervisee to another professional when necessary

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v. Fosters awareness and competence in dealing with issues relating to diversity

and inclusion

vi. Is committed to anti-oppressive practice

c. Reflective Practice

i. Engages in a process of regular reflective practice

ii. Collects feedback on their supervision and applies lessons learnt from this

iii. Is committed to continuing professional development as a supervisor

iv. Receives supervision on their supervision

v. Is developing their own, authentic approach to supervision

4. Provides Support

Offers an appropriate level of support, ensuring the supervisee prioritises their own

wellbeing.

i. Develops supervisee confidence through active support and encouragement

ii. Balances concern for the well-being of the supervisee with respect for their

autonomy

iii. Is able to detect issues which could impact on the supervisee’s capacities

iv. Assists in finding the most suitable way to proceed in relation to difficult cases

v. Assists the supervisee in managing their workload, if required

5. Relationship Awareness

Understands and works with the multiple layers of relationship that exist in the

supervision process.

a. Intrapersonal

i. Recognises the limitations of their own perspective

ii. Uses their whole self as a source of interpersonal data within the relationship

iii. Develops and utilises a capacity for working with uncertainty, ambiguity and

complexity

iv. Is willing to work at the edge of their own comfort and learning

b. Interpersonal

i. Creates a safe reflective space for the supervisee

ii. Establishes and maintains effective boundaries in the supervision relationship

iii. Treats supervision as a collaborative relationship between equals

iv. Seeks to overcome barriers or obstacles within the supervision relationship

v. Understands and can also work with non-conscious psychological processes

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c. Systemic Awareness

i. Is able to take a birds-eye view and hold multiple perspectives

ii. Maintains an awareness of the system and/or culture in which the supervisee is

operating

iii. Maintains an awareness of the relationships that exist within the system

iv. Is alert to the impact of aspects of the system on the supervisee

v. Understands and is able to work with ‘parallel process

6. Working with Groups

Skilfully handles supervisees and group dynamics, enabling all present to benefit from

supervision.

i. Manages time according to an agreed process

ii. Creates a safe space for all group members

iii. Understands, notices and is able to manage stages of group development

iv. Confident handling group dynamics and adapting facilitation style as required

v. Adapts to the stage of coach/mentor development within the group

vi. Can vary approaches to meet the different learning styles within the group

vii. Elicits contributions from individual group members

viii. Works for the benefit of all present

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Diploma in Coaching Supervision

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