The 3 Ps of supervision and coaching: Philosophy, purpose and process (original) (raw)
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Literature survey of coaching supervision
It is an interesting paradox that although coaches are expected to have supervision, little is known about coaching supervision. Coaching supervision has its roots in supervision in the therapeutic disciplines. The aim of this paper is to explore some of the key themes in the literature on supervision in those disciplines, and to discuss the limited research that has been conducted into coaching supervision within this context. Particular attention is paid to social work supervision, as two major proponents of coaching supervision, Peter Hawkins and Peter Bluckert, were originally social workers. Results: The paper shows the influence of therapeutic concepts and process on coaching supervision, and identifies some of the benefits and limitations of using a therapeutic model in coaching supervision. Coaches and purchasing organisations want different things from supervision. Themes in the therapeutic literature concerning the transition from practitioner to supervisor are highlighted, suggesting that coaches making this transition need to learn to think like a supervisor, and find ways to manage the power inherent in the role. Conclusion: More research into coaching supervision is needed to find out what is happening in practice.
Australian Psychologist 42(4) 300-309., 2007
Although recent research reveals a growing engagement amongst coaches with supervision, many coaches still pursue their professional practice without the support and guidance of a supervisor. Also, while the organisations that purchase coaching are clear that the coaches they hire should have supervision, they are unclear as to what forms that supervision should take. This article sets out to identify the kind of models of supervision that might be appropriate to coaches by exploring models and lessons from the supervision of counsellors and psychotherapist. Such models are valid because many current practising coaches are professionally trained as counsellors or psychotherapists, and a range of alternative supervisory models have been tried and evaluated over several decades. Applying elements of these models to a coaching context has allowed for the design of what is termed a systemic model of coaching supervision, with contracting, teaching and evaluation at its core. Models of the supervisory relationship are also discussed as important elements of the supervisor-coach alliance.
Supervision in Coaching Systematic Literature Review
2020
Coaching supervision as a field of knowledge is at an early stage of development, even in comparison to the discipline of coaching. To support and stimulate further progress of the field, this fully inclusive literature review aims to create a comprehensive map of the themes and directions in contemporary publications on coaching supervision. Through the synthesis of findings in 68 selected sources we identified four main themes: clarifying the concept of coaching supervision; the state of theoretical development demonstrated in the literature; the value attributed to supervision; and the nature of the current use of the supervision in the field. Based on our analysis we generate potential directions for further research, conceptualisation and theory building. Coaching supervision: An Introduction The field of coaching supervision has shifted unrecognisably even in the last five years. Supervision is now an established practice supported by most of the recognised professional bodies and served by a growing cohort of practitioners with specialised training. Organisations often demand that the coaches they contract to should be in supervision. As a result, the whole coaching industry is rapidly changing its attitude to supervision. The most noticeable and welcome change that has happened in the last decade is the significant growth of the coaching discipline (Bachkirova, 2017; Grant, 2017). This growth, by extension, is reflected in the growth of literature and research on coaching supervision. It could be said that coaching supervision is now emerging as a discipline in its own right. As we will demonstrate, however, there is a shortage in the literature of publications that provide robust conceptual foundations for the various strands of this developing field with a clear commitment to an academically rigorous, fully referenced and evidence-based approach. It is important to recognise that the existing literature on supervision in counselling and psychotherapy, although useful in some regard, is not fully applicable to the developing discipline of coaching supervision. This limitation stems from the differences between coaching and psychotherapy practices in the first place (Crowe, 2017; Bachkirova & Baker, 2018). During the last decade coaching modalities have extended from an individual to individual relationship to a relationship with groups, teams, and even 'teams of teams' or organisations. The focus on the client, typical in psychotherapy, is argued to be insufficient without consideration of the systems and subsystems around them (Gray, 2007, 2017). As coaching becomes more systemic, the nature of supervision for such coaching needs to be explored in its own right. Many difficult questions that are asked in relation to coaching (e.g. 'who is the client, when multiple stakeholders are involved?') become all the more pertinent when brought to supervision. As coaches adjust their practice according to the needs of organisations, so supervisors have to adapt their approaches, too. One potential issue with the literature on coaching supervision in this regard is that published sources are responding to the needs of the industry more slowly than the industry itself is developing. In this situation the professional bodies have taken the initiative in defining the nature of coach supervision, its purpose and what its functions should be. They often do this, however, without any evidence of a substantial conceptual underpinning that would normally be a feature of the peer-reviewed literature. The current situation, in summary, indicates that researchers and academics need to respond faster to the needs of a growing industry. One way to promote and shape research
Developing Coaching Supervision Practice: an Australian case study
International Journal of Evidence Based Coaching and Mentoring, 2009
This paper describes a coaching supervision framework and practice and the effects of it on participants in the monthly supervision groups. The framework was originally developed in an action research process aimed at improving and standardising supervision practice and consists of a conceptual model and a structure for the supervision conversation . In 2008, in the spirit of continuous improvement, a qualitative researcher was invited to explore the effects of this revamped supervision practice. The paper draws on three sources of data: observation of supervision groups in action, written reflections from supervisors and interviews with supervisees.
The complete handbook of coaching
a variety of professions and often from multidisciplinary backgrounds. They constantly bring new dimensions to the field via the adaptation of concepts, ideas and practical tools developed in their 'home' traditions. It is possible to meet coaches whose philosophies and practices of coaching would have very little in common, although their aims and purposes may be similar. In this book, we recognize that coaching is an applied field of practice that has intellectual roots in a range of disciplines: social psychology; learning theory; theories of human and organizational development; and existential and phenomenological philosophy, to name just a few. This diversity creates exciting opportunities for meaningful interaction and mutual