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What is coaching supervision?
The European Mentoring & Coaching Council (EMCC) defines coaching supervision as:
The interaction that occurs when a coach brings their coaching 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 coach, their clients, and their organizations.
According to the International Coach Federation, “Coaching Supervision focuses on the development of the coach’s capacity through offering a richer and broader opportunity for support and development. Coaching supervision creates a safe environment for the coach to share their successes and failures in becoming masterful in the way they work with their clients.”
Coaching supervision differs from coaching and mentoring. Coaching is designed to help clients achieve their objectives through self-awareness, goal setting, and action planning. Mentor Coaching for a coach credential is focused on developing the core competencies and skills required for coaching. Coaching supervision includes creating a safe space for the coach and supervisor to reflect on the overall system to support the coach’s growth and improved client outcomes.
Why supervision?
Benefits:
- Improved client results through improving the quality and effectiveness of coaching.
- Professional support for coach to develop coaching skills and improved coaching strategies for challenging client situations.
- Competitive differentiation on corporate contracts to maintain and enhance coaching quality standards.
- Continuing professional development (CPD) of the coach. Note that supervision is recognized by the ICF for core competency Continuing Coach Education (CCE) hours.
Who may benefit from coaching supervision?
- Professional coaches in private practice.
- Internal corporate coaches.
- Coaches wishing to maintain a coaching credential with the EMCC.
How does supervision work?
Supervision can be done in a one-on-one setting or in groups. Coaching supervision is fundamentally a reflective process. Coaching supervisors create a confidential, safe space for coaches to explore their own thought processes and the dynamics present in client engagements. This often includes:
- Analysis of coaching case studies to better understand options for coaching strategies to improve client outcomes.
- Reflection on the coaches internal thought processes and assumptions.
- Revealing blind spots.
- Exploring ethical issues and contracting challenges.
- Brainstorming solutions to complex and challenging client situations.
- Appreciating and celebrating the accomplishments of the coach.
- Providing accountability and a sounding board for ideas.
We draw upon industry-leading best practices for supervision leveraged from other helping professions including organization development, human development, systems theory, adult learning, transactional analysis, humanistic psychology, psychodynamic theory, psychological type, social psychology, and others.
We are experts in the use of the Seven-Eyed Model created by Peter Hawkins and Robin Shohet. This model examines the client-coach-supervisor system from seven different perspectives. These include: (1) the client’s context, (2) the coach’s interventions, (3) the relationship between the coach and the client, (4) the coach’s self-awareness, (5) the relationship between the coach and supervisor including parallel processes, (6) supervisor’s reactions and reflections, and (7) the wider context and system. Using the Seven-Eyed Model, the supervisor and supervisee engage in rich dialogue and reflection resulting in insights that can expose blind spots, deepen self-awareness, and open possibilities for new client interventions.
Coaching Supervision Certification Program
Objectives and Agenda
The Coaching Supervision Certification is targeted at experienced coaches with at least 500 hours of experience and a credential (preferred, not mandatory) from a coaching association: ICF, EMCC, or AC. Participants will be trained as individual and group supervisors and by the end of the program, they will be eligible to apply for a credential with the European Mentoring and Coaching Council (EMCC). This training program has received the ESQA, EMCC European Supervision Quality Award and provides 36 CCE units(ICF Coaching Continue Education Units, 32 Core Competencies).
This program aligns its contents very closely to the competency model developed by EMCC and motivates graduates to apply for the EMCC Supervisory Credential as a way to strengthen the Coaching Supervision Practice Worldwide.
Core Principles and beliefs about Coaching Supervision
Coaching supervision is a reflective space and the coach supervisor should demonstrate competencies at providing a safe environment for the coaches to work on themselves for their own benefit as well as for their clients.
The program follows EMCC core competencies model and support coaching supervisors to develop skills to build a foundation for the coach/supervisor relationship, to navigate ethical dilemmas, to provide emotional support and to offer techniques, models and theories to support coach´s work.
Coaching Supervision is a partnership and the supervisor may apply their creativity to provide learning opportunities for the coach, including use of pictures, bodywork, magic box, metaphors, etc.
Coaching Supervisors may apply the 7-eyed Model of Hawkins and psychodynamic distinctions such as transference and countertransference in the work with coaches and be effective at intervening at individual as well as group level.
Program objectives and learning outcomes
The objective of the program is to train coach supervisors to provide individual and group coaching supervision, following the EMCC coaching supervision competency model.
By the end of the program participants will be able to:
- understand the EMCC coaching supervision competency model
- understand the difference between coaching supervision, coaching and mentor coaching.
- effectively provide a reflective space for coaches about their practices,
- apply the seven eye model from Hawkins in their supervisory practice
- provide support to coaches working with strong emotions
- offer coaches opportunities to explore personal challenges in working with specific clients
- effectively provide guidance on ethical dilemmas to supervisees
- offer creative tools to supervisees such as working with pictures, magic box, bodywork, etc.
The program is very interactive and experiential with an emphasis in application and reflective practice. After distinctions, models, and theories are presented, participants apply concepts in exercises and practices with their colleagues. Participants need to receive supervision as supervisees as part of the program, practice in triads with colleagues from the program and practice with supervisees outside the program.
Dr. Damian Goldvarg
Facilitator
Dr. Damian Goldvarg is a Master Certified Coach (MCC), a Certified Speaker Professional (CSP), an Accredited Coach Supervisor (ESIA), and the Past Global President of the International Coach Federation (2013-2014). He has twenty years of experience in leadership development training, executive assessment and coaching, talent management, facilitation, strategic planning, and team building services. Originally from Argentina, he has worked with individuals and organizations in over fifty countries, including the Americas, Europe, Africa, and Asia, offering services in English, Spanish, and Portuguese. Through his work with multinational Fortune 100 companies, governments and community based organizations.
Dr. Goldvarg trains executive coaches, mentor coaches and coach supervisors worldwide. His areas of expertise include: coaching, cultural competence, emotional intelligence, communication, behavioral interviewing, and 360 feedback. He has presented his work at national and international conferences and published three books on personal development and coaching competencies. He is currently working on this fourth book on Coaching Supervision.
Overview of the course structure and content
The program takes place over 9 months, which includes 36 weeks alternating webinars, demonstrations with guest supervisors and triad practice.
Classes
Weekly webinars for 2.5 hours for 20 weeks present the program content. It is a requirement to participate in 75% of sessions (may miss up to 5 sessions).
Dates: Thursdays at 8:00 AM PST. Content Covered at each module:
Coaching Supervision Foundation
- Introduction of the program and participants. Coaching Supervision Definition and differences with other practices.
- EMCC Coaching Supervision Competency Model
- Coaching Supervision Contract
Coaching supervision Process
- Seven Eyed Model of Hawkins: demonstration
- Developmental Stages of Learning in Supervision
- Building the relation between Coach and Coach Supervisor
Coaching Supervision Challenges
- Ethical Dilemmas in Coaching Supervision
- Learning to reflect: Levels of Reflection
- Neurosciences and supervision
Psychological Dimensions of Coaching Supervision
- Parallel Process, Transference and Countertransference
- Gestalt Techniques
- Transactional work
Creative Interventions in Coaching Supervision
- Working with pictures
- Working with the somatic practices
- Working with the magic box
- Facilitating Group Supervision
- Facilitating Group Supervision
- Case Presentations (3 sessions)
Coaching supervision demonstrations and book discussions
There are 8 coaching supervision demonstrations of 2 hours each where experienced supervisors work with a participant. After the demonstration there will be a session debrief. We will also discuss the readings from the books. You can miss up to 25% of sessions (two sessions). Same days and hours of webinars (alternating).
Practice with supervisees
Participants will work with at least 6 supervisees (6 sessions each throughout the course of 6 months, for a total of 36 hours). While Coach Source will attempt to help finding coaches to volunteer as supervisees, this is not guaranteed. Each coach is responsible to find his/her own supervisees.
Working with a supervisor
Participants will work with 6 monthly sessions with an experienced coach supervisor to explore your supervision practice (one hour each). A supervisor is assigned to each person. The supervisors for the program are:
- Hilary Oliver, PCC (UK)
- Eva Hisch Pontes, MCC (Brazil)
- Lily Seto, PCC (Canada)
- Dr. Nancy Tylim, PCC (US)
Practice in triads
Participants will meet monthly for 8, 2.5-hour sessions in supervision practice triads throughout the course (20 hours). Same days and hours of webinars (alternating).
Case Study
The evaluation of the course consists of submitting a recording of a coaching supervision session to be assessed by a different coach supervisor along with a self-evaluation and reflection to be shared with the class (2000 words).
Self study
Reading from course book list (5 books) 22 hrs. (approx. 4 hrs. per book). The first two books need to be read before the program starts and a brief report should be submitted the Friday before the program starts.
Bibliography
- T Bachkirova, Jackson, Clutterbuck, Coaching and Mentoring Supervision, McGraw Hill, 2011.
- N. Kline, More Time to Think, Fisher King Publisher, 2009
- Hawkings, P, Turner E. Systemic Coaching, Routledge, 2020
- Hewson, D, Caroll, M Reflective Practice in Supervision, MoshPit, 2016
Recommended Readings on Coaching and Coaching Supervision
- Aquilina, E.: Embodying Authenticity, Live It Publishing Ltd., London, 2016.
- Bachkirova, T.: Developmental Coaching, McGraw-Hill, Maidenhead, 2011.
- Bachkirova T.; Jackson, P.; Clutterbuck, D.: Coaching and Mentoring Supervision, McGraw Hill, Maidenhead, 2011.
- Bennet M. J.: Towards Ethnorelativism: a Developmental model of intercultural sensitivity, en R. M Paige (Eds.) Education for the Intercultural Experience, Intercultural Press, Yarmouth, 1993.
- Bluckert, P.: Psychological Dimensions of Executive Coaching, McGraw-Hill, Maidenhead, 2006.
- Brown, P.;
- Brown V.: Neuropsychology for Coaches, McGraw-Hill, Maidenhead 2012.
- Capra, F.: The Web of Life, Random House Publishers, New York, 1996.
- Carroll M.; Gilbert, M.: On Being a Supervisee, Vukani Publishing, West Ealing, 2005.
- Carroll M.; Shaw, E: Ethical Maturity in the Helping Professions, Jessica Kingsley Publishers, London, 2012.
- Casement, P.: On learning from the client, Routledge, New York, 1985.
- Chad-Meng Tan: Search Inside Yourself, Harper Collins Publishers, New York, 2012.
- Clarkson, P.: Gestalt Counseling in Action, 3rd ed., Sage Publications Ltd, London, 2004.
- Congram, S.: The use of Gestalt approach in Supervision, en Bachkirova T.; Jackson, P.; Clutterbuck, D.: Coaching and Mentoring Supervision, McGraw Hill, Maidenhead, 2011.
- De Haan, E.: Supervision in Action, McGraw-Hill, Maidenhead, 2012.
- Goldvarg, D.; Goldvarg N.: Competencias de Coaching Aplicadas con Estándares Internacionales, Granica, Buenos Aires, 2012.
- _______________________: Mentor Coaching en acción, Granica, Buenos Aires, 2016.
- Gregerson, H, Morrison, A.; Black, J.: Developing Leaders for the Global Frontier, en Sloan Management Review, 40(1) 21-33, 1998.
- Hay J.: Reflective Practice and Supervision for Coaches, McGraw-Hill, Maidenhead, 2007.
- Hawkins, P.; Smith, N.: Coaching, Mentoring, and Organizational Consulting: Supervision and Development, McGraw-Hill, Maidenhead, 2006.
- Karp, Hanks: El arte perdido del feedback, en Bridging The Boomer–Xer Gap: Creating Authentic Teams for High Performance at Work, Amazon, 2002.
- Karpman, S. Fairy: Tales and script drama analysis
- , in Transactional Analysis Bulletin, 7 (26)39-43.
- Kline, N.: More Time to Think, Listening to Ignite the Human Mind, Cassell Illustrated, London, 2004.
- Lahad, M.: Creative Supervision, Jessica Kingsley Publisher, London, 2000.
- Laplanche, J.; Pontalis J.B: Diccionario de Psicoanálisis, Paidós, Buenos Aires, 1973.
- Livermore, David: Leading with Cultural Intelligence, AMACOM, New York, 2010.
- ________________: The cultural Intelligence Difference, AMACOM, New York, 2011.
- Murdoch, E.; Arnold, J.: Full Spectrum Supervision, Panoma Press Ltd., Herts, 2013.
- O´Neill, M.B.: Executive Coaching with Backbone and Heart, Jossey Bass, San Francisco, 2007.
- Prochaska, J.O., Redding, C.A., & Evers, K. The Transtheoretical Model and Stages of Change, en K. Glanz, B.K. Rimer; F.M. Lewis (Eds.): Health Behavior and Health Education: Theory, Research, and Practice (3rd Ed.).: Jossey-Bass Inc., San Francisco, 2002.
- Proctor, B.: Group Supervision: A guide to creative practice, Sage, Londres,2008.
- Robinson, W.L.: Conscious Competence: the mark of the Competent Instructor. Personnel Journal, 53, 538-539.
- Rosinsky, P: Coaching Across Cultures, New tools for leveraging National, Corporate and Professional Differences, Nicholas Brealey, Londres, 2003.
- Sandler, C.: The use of psychodynamic Theory in Coaching Supervision, en Bachkirova T.; Jackson, P.; Clutterbuck, D.: Coaching and Mentoring Supervision, McGraw Hill, Maidenhead, 2011.
- Shohet, R.: Passionate Supervision, Jessica Kingsley Publishers, London, 2007.
- _________: Supervision as Transformation, Jessica Kingsley Publishers, London, 2011.
- Strozzi-Hecker, R. : The Art of Somatic Coaching, North Atlantic Books, Berkley, 2014.
- Thornton, C.: Group and Team Coaching. Routledge, New York, 2010.
- Tuckman, B.: Developmental sequence in small groups, en Psychological Bulletin 63(6) 384-99, American Psychological Association, Washington DC. 1965.
- Wolk, L.: Coaching para coaches, Gran Aldea Editores, Buenos Aires, 2013.