From Supervision to Super Vision
Coaching supervision is very different to the traditional understanding of supervision in industry. In the workplace supervision often involves giving feed back and direction to staff which may be connecting to performance evaluation. While there may be some similarities with the former elements the supervision offered by The GWiz Learning Partnership is very different. Coaching supervision enables the coach to be able to step back and get more perspective on their working practice. It can be seen more as encouraging the coach to get “Super Vision” and see more clearly the coaching relationship.
Brigid Proctor (1986) described three elements useful in counselling supervision; normative, formative and restorative. These elements have value in coaching supervision too. Julie Hay (2007) re-labelled restorative as supportive when applied to coaching to reflect the less traumatic nature of the coaching process when compared to counselling.
The normative aspects of supervision relate to ensuring that the coach/mentor is practicing in a competent and ethical way. This includes working in accordance with the law and within whatever professional or organisational boundaries apply.
The formative aspect is aimed at encouraging development and growth in the coach by the use of feedback, direct guidance, challenge or role modelling. The aim is to engage the coach in active self awareness, development of skills and increased knowledge of theoretical models.
Finally the supportive aspect is aimed at providing the coach/ mentor with a safety valve to ensure that they are avoiding unhealthy transference or counter transference issues. This may involve challenging the coach/mentors perceptions about emotions, issues or approaches. It may even include recommending that the coach/ mentor seek more in-depth personal support if their own personal issues have begun to intrude into their professional practice. In addition this aspect provides the encouragement and support to help the coach/ mentor if they experience feelings of self doubt or insecurity.
In-house coaching and mentoring programmes should include a formally set up supervision process. This can involve experiences coaches or mentors within the organisation or may involve using and external provider.
Supervision with The GWiz Learning Partnership
The supervision offered by The GWiz Learning Partnership is suitable for executive coaches, life coaches, performance coaches, NLP Practitioners/Master Practitioners and professional trainers.
One to one supervision is available for coaches and NLP Practitioners and Master Practitioners who would prefer to receive supervision privately.
Group supervision can be a more powerful format with many benefits. Participants get the opportunity to work one to one with the supervisor while the rest of the group observes. The participants will not only learn from other peoples experiences they will also get to develop additional skills. While observing participants are expected to remain neutral and refrain from comment so as not to unduly influence the supervision process. This allows participants to develop their “poker face”, after all if a coach cannot control reactions of shock or inappropriate humour in supervision they are unlikely to do so in the coaching practice.
After each round of supervision in the group there is a process review. During this process participants can:
- Reflect on how the supervisor/supervisee interacted.
- Consider their own reaction to the process.
- To question the supervisor about the interventions used.
The supervision will ensure that discussion focuses on the process and not the content. This avoids any temptation for participants to offer inappropriate advice or make judgements about other coaches practice.
More experienced coaches and Master Practitioners may benefit from facilitated group supervision. This involves the group working with a coach while the supervisor monitors the process.