a joyous thing john zelcer ann whyte · 2. co-supervision where two peers provide supervision to...
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An Integrated Approach to Coaching Supervision
Within a Guild of Executive Coaches a joyous thing
John Zelcer Ann Whyte OPPEUS Whyte & Coaches
“TRULY REFLECTIVE PRACTICE”
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This afternoon’s session:
• Overview of Coaching Supervision
• “6 x 5” Model of Coaching Supervision
• Group exploration from 6 perspectives
• Debriefing and discussion
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WHAT: Description of Coaching Supervision
Coaching supervision is a formal process of professional support, which ensures continuing development of the coach and effectiveness of his/her coaching practice through interactive reflection, interpretation, evaluation and sharing of expertise (Hawkins and Smith 2006)
In essence: – Supervision is a formal process – Reflection on client work is central to supervision – It is interpersonal, and can be undertaken one-to-one, in groups or
in peer groups – Its goals include developing greater coaching competence
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WHY: Purpose of Coaching Supervision • Assess the extent to which coaches are meeting the needs of our clients • Reflect on our practice • Question our approach and practice in a supportive and challenging
environment • Monitor our relationship with the client and the organisation • Develop new approaches and learning in order to be more effective with
clients • Provide a structure for coaches to develop our practice and report on our
progress • Ensure high standards of ethics in coaching process
Guidelines on Supervision for Coaching Psychology. BPS, 2007
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WHY: Benefits of Coaching Supervision • For coaches:
– An essential part of continuing professional development – Pivotal link between theory and coaching practice – Underpinning quality of coaching delivery – Supportive of the coach
• For those organising coaching services: – Key to effective quality assurance – Key to managing risks that can be inherent in coaching – Draws out learnings from the coaching conversations that
take place in organisations
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HOW: Good practice in Coaching Supervision:
Hawkins and Schwenk, CIPD 2006
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HOW: Guidelines • Coaching supervision is most effective where the climate:
– Is appropriately supportive – Is constructively challenging – Provides a safe environment for open disclosure and discussion – Is underpinned by the relevant theories – Provides a structure of agreed confidentiality and ethics – Available and affordable
• Rigorous respect for the confidentiality of clients is fundamental to the ethical practice of coaching supervision as much as to coaching itself – notion of “private” and “public” information
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“6 x 5” Model of Coaching Supervision
• A comprehensive approach used in a national Guild of coaches
• Embraced by the entire group
• The 6 x 5 Model comprises: – Six stakeholders – Five supervision activities
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“6 x 5” Model: Six (6) Stakeholders
• There are 3 well known conventional stakeholders: being: 1. Coach 2. Coachee 3. Client - ie, when the purchaser of the coaching is not the coachee
• There are 3 further key stakeholders: being: 4. Coachee’s team 5. Universities and training providers 6. Professional associations
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Comments:
• Universities and Training Providers – They carry a special and large responsibility when charting waters
for emerging professions
• Professional associations – Their challenge is “coming of age” – maturing from a single focus
point to understanding the legitimacy of multiple stakeholders, and understanding how to collaborate across diverse beginnings
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“6 x 5” Model: Five (5) Supervision Activities
1. Self-reflection following a coaching session 2. Co-supervision where two peers provide supervision to each other 3. Peer supervision in a group setting – where a group of experienced
coaches meet and provide supervision to each other on a reciprocal basis.
4. One-on-one supervision with an identified designated expert 5. Group supervision with an identified designated expert
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Some fears about Supervision
• Time consuming • Expensive • May mean exposing my weaknesses • May mean I am going to be judged • ... • ...
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Over to you
• Let’s test the 6 x 5 model in a breakout session
• Break into 6 groups – each one representing one of the 6 key stakeholders: 1. Coach 2. Coachee 3. Coachee’s team 4. Client 5. Universities and training providers 6. Professional associations
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Task • From the perspective of the stakeholder that you represent identify some
sentinel questions that you believe would be effective in a supervision session
• Examples: – Think of examples of “white spaces” that the coach might not be seeing – Sample scenarios:
• Coach is finding that some of their coaching is becoming directive and is uncomfortable and seeking feedback
• Coachee has a major ethical dilemma • “Unexpected feelings arise in the coach”
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Sharing and Feedback
• Sentinel questions – two from each group
• Draw out common ground and differences
• What, if anything, emerged that seemed outside the “6 x 5” framework?
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The following 8 slides are content that was captured in the Workshop
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1. Questions from Coach point of view
• Are you experiencing emotional responses to the coaching? What is their nature and how are you reflecting on them – both in terms of your own feelings and in terms of what they are telling you about the coachee and the coaching?
• Have you identified how your values are different from the client, and how does this impact on your work?
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1a. Additional questions from Coach point of view
• To what extent are you self-aware? • Are you able to maintain commercial viability in the management of the
workload and contract? • Do you have a conflict in balancing client need and time allocation
(both in sessions and overall for the term of the contract)? • Are you experiencing any client envy? How does this reflect on your
insight into your own ego?
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2. Questions from Coachee point of view
• Are you calling the situation for what it really is and providing authentic, courageous feedback to the coachee using your signature presence?
• How are you using resources to help you with the coachee?
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3. Questions from Client point of view
• What kind of feedback are you expected to give – “private” or “public”?
• What are the specific issues that you are facing in managing the triangulation of the coach, coachee and client ?
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4. Questions from Coachee’s Team point of view
• The coachee’s boss has asked the coach to give feedback. What your boundares regarding confidentiality and the integrity of the coach coachee relationship?
• If the team doesn’t like how the coachee is changing, what action or recourse does the team have?
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5. Questions from University & Training Organisations point of view
• Which model(s) and theory(ies) are you using? What does the issue look like if you use a different model/theory?
• Are you exploring issues from multiple perspectives?
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5a. Additional questions from University & Training Organisations’ point of view
• What regimens of coaching session frequency are you using? • What proportion of your coaching time is spent actually coaching,
providing advice or consulting? • What is the coach’s case conceptualisation? • How well trained /prepared are you to be skilful in managing
boundaries effectively ? • Do you have sufficient skills to negotiate confidentiality agreements? • Do you have sufficient experience and training?
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6. Questions from Professional Associations’ point of view
• How have you formalised the issues of privacy, informed consent, boundaries and ethics?
• What options do you see for dealing with this issue and what are the boundaries in terms of the contract?
• How does the coaching engagement you are describing fit within the Association’s/Federation’s code of conduct?
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Integration
• The “6 x 5” Model of Coaching Supervision provides a practical framework that incorporates the two key dimensions of: – coaching stakeholders – Supervision activities
• In practice this approach meets the desired standards of: – supporting continuing professional development – exploring linkages between theory and coaching practice – assisting with quality of coaching delivery – supporting the coach
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Relevant literature references • Blucket, Peter ‘Coaching Supervision’. Accessed on 01 04 08 from
http://www.pbcoaching.comm/article-coaching-supervision.php • Cavanagh , Michael (2007) Feedback on Coaching Practice. In Creating Positive
Organsations through Coaching and Leadership @ AGSM 2008. • Gray, David E. (2007) ‘Towards a systemic model of coaching supervision: Some
lessons from psychotherapeutic and counselling models’. Australian Psychologist, 42(4):300 – 309
• Hewson (2002) Supervision of Psychologists: A Supervision Triangle. In M.McMahon & W. Patton (eds.), Supervision in the Helping Professions: A Practical Approach, Pearson Education, Sydney.
• O’Neill Mary Beth (2000) Appendix 1: Assessing Your Coaching Effectiveness (pp209 – 213) in Executive Coaching with Backbone and Heart. Jossey-Bass
• Sampson, Jane; Cohen, Ruth; Boud, David: Anderson, Geoff. (1999) ‘Reciprocal Peer Learning’. University of Technology Sydney.
• The British Psychological Society, Special Group in Coaching Psychology (2007) ‘Guidelines on supervision for Coaching Psychology’.
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This 6 x 5 multi-dimensional approach to supervision of coaching is one effective way of meeting professional standards for coaching
supervision.
As such it provides a strong stake in the ground for the emerging profession
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Thank You
Coaching Supervision • a stake in the ground to ensure professionalism while owning the need for diversity An empowering and collegiate experience