Philosophy Of Coaching
1. MY PHILOSOPHY OF COACHING:
‘Coaching is creating Change with Clarity and Conviction’. (Mary Curran 2010)
‘Unlocking a person’s potential to maximize their own performance. It is helping them to learn rather than teaching them’ (Whitmore, 2003).
I believe people are often stuck in the “Comfort Zone” – where the level of pain and pleasure is equal. The role of the coach is to facilitate the client in moving on, by asking powerful questions. By raising the level of pain or pleasure, we engage the emotions which will motivate the person to action. Once this emotional shift takes place, the client is ready to move on with conviction.
Within each unique individual lies incredible potential to do more, be more and have more. The …show more content…
answers are within themselves.
I also believe that humans can unlearn old behaviours’ and learn more adaptive ones. Through the process of coaching we enable the client to internalize the changes in their behaviours and attitudes and make a sustainable difference in their life.
EXPLORING THE RELATIONSHIP BETWEEN COACHING AND SUPERVISION
INTRODUCTION
In this essay, I will examine the relationship between coaching and supervision and will explore some interventions used in both (e.g. listening, reflecting and questioning). Drawing on my experience, as both a Coach and Supervisor, I will identify the challenges of distinguishing between them. I will explore and compare the needs of both, looking at concepts such as power, contracts, accountability, learning and relationships. My conclusion will be that there is a very close relationship between coaching and supervision, where we share some of the same interventions, competencies and
Learning. One of the main differences between the two is that in coaching, the coach takes a non-judgmental position and therefore chooses to ask “What” and not “Why” whereas in supervision, at times the supervisor is required to ask “Why” and there is an element of judgment in relation to the work of the supervisee.
Having trained originally with Thomas Leonard, (regarded by many as the father of life coaching) I then qualified as a Life & Business Coach with the Coach Institute of Ireland. In 2001 I set up the Centre for Professional & Personal Development where I train people in life and business coaching.
Coaching is about “the gift of choice” and bringing this to the attention of the client.
There are many different learning and helping roles. In Coaching, many of the tools and techniques come from Neuro Linguistic Programming, Emotional Intelligence, and Behavioural Psychology. Coaching is different from Supervision and Mentoring.
‘Supervision is a working alliance between two professionals where supervisees offer an account of their work, reflect on it, receive feedback, and receive guidance if appropriate. ‘The object of this alliance is to enable the worker to gain in ethical competency, confidence and creativity so as to give the best possible service to clients’ (Inskipp and Proctor, 2001).
I believe to be the best you can be in your work, the professional coach needs to be continuously learning through ongoing supervision
Mentoring is ‘like climbing the side of a mountain.
While we are struggling up the steep bits we are breathless, challenged, single-minded, and in need of some support and sustenance. Technically there may be some moves that we can only make roped up to someone else. It is here that the mentoring process comes into its own. Coaching can help us move along the relatively level ground to the next big challenge. When we face a cliff we need help that will enable us to exercise new skills, new strategies, and new perspectives.’ (David Clutterbuck and David Megginson 1999)
Coaching and mentoring offer new perspectives to clients, however, in mentoring the Client is offered a solution from the expert. and empowering others to own and acknowledge that they do have a choice. This is particularly relevant in the Irish context where prior to the Celtic Tiger years, our culture was dominated by lack of choice. My coaching style is “outcome focused, which seeks to foster self-directed learning through collarabative goal setting, brain storming and action planning” (Grant 2008 p 25). My sessions are structured using the “GROW” model often associated with John …show more content…
Whitmore.
Supervision is where I provide a container of space, which is safe and confidential and where my supervisee can share their fears and concerns about their work and performance. My role is to facilitate and work with my clients to become the best they can be in their work. My supervision model is based mainly around the “Seven- Eyed Process Model” (Hawkins & Shoet 1989).
According to Carroll & Gilbert (2005) the personal qualities and characteristics of a Supervisor are “Being people oriented, trustworthy, supportive, encouraging, respectful, having high integrity, being congruent and operating with sensitivity and tact”. These qualities also apply directly to coaching.
MY PHILOSOPHY OF COACHING:
I believe coaching enables the client to become the best they can be in all areas of their life. It moves the client from talking about doing into action. It challenges them to deal with procrastination and worry, so that they can move forward with conviction to achieve the goals they want to achieve.
THE NEED FOR COACHING:
People come to coaching when they are unclear about what decisions to make and sometimes are not consciously aware of their core or personal values. The coach helps them to take more effective and focused actions immediately, and request them to be accountable. They learn to set new boundaries and not to tolerate things that waste their time.
The power of coaching is that it creates momentum so that results come more quickly, and build on each other. Clear and defined goals are set that match exactly what the client wants. Coaching can be applied to any person for any aspect of their life. For example the successful executive may have lost sight of their values and may not be living a fulfilled life; a housewife who is not being listened to in her family home may need to work with her self confidence and self worth.
WHAT IS COACHING?
My own definition is: “Coaching is creating Change with Clarity and Conviction”. What is really important here is the word “Conviction”. Many people come to coaching, with an idea of what they want to do, but have difficulty in achieving it. This is often because they are in the “Comfort Zone” – where the level of pain and pleasure is equal. The role of the coach is to facilitate the client in moving on, by asking powerful questions. By raising the level of pain or pleasure, we engage the emotions which will motivate the person to action. Once this emotional shift takes place, the client is ready to move on with conviction (that is if they have convinced themselves to move forward and create sustainable change).
There are three dimensions to all coaching work, the Coach, the Client and the coaching relationship. The coach acts as facilitator or conduit and makes space for the client to change whatever they want to change. Central to this is raising the client’s awareness of the range of choices available to them. The skills necessary to do this include being a very good listener (i.e. listen to what is said and what is not said) and awareness of what is being communicated by the client’s breathing and body language 2. APPLICATION OF THEORETICAL MODELS
As I apply my coaching philosophy I draw on different theoretical models.
At the beginning of every coaching session, I follow the CLEAR (Contract, Listen, Explore, Action and Review) coaching model as adapted by Peter Hawkins for supervision.
During my sessions, I use the “GROW” model (John Whitmore 2003) to structure the sessions.
Beginning with the end in mind and facilitating the Grow model offers them a helicopter view of their Goal, their Reality, and their Options and questions their Will to achieve. Sometimes, I leverage their willingness to ensure commitment. Hand in hand with the GROW model is the “SMARTO” ACKRYMON. To increase the momentum and the possibility of achievement, I believe it is vital that the goals set with the Client are Specific, Measurable, Achievable, Realistic, Time-Bound and Owned. The willingness to succeed and take ownership of their goal is vital for the Client to achieve the outcome they aspire to.
3. STAGES OF THE COACHING PROCESS
The Beginning – the “Intake Session”.
Firstly, I establish rapport with my Client and introduce my “Intake Sheet”. This covers the reason the client is engaging in the coaching process with me, their expectations and the goals that they wish to work on.
I introduce our Coaching Contract, which includes my fee for the coaching sessions, the frequency of our meetings, sharing both our expectations and including my Confidentiality Policy. I then draw their attention to the Code of Ethics.
Once the Coaching Contract is completed and the Client is happy to proceed, our session begins.
▪ During the process of the Coaching Contract, I invite the Client at the end of every session to complete a summary of how they felt the session went for them. The Client completes this form and gives it to me at the beginning of the next session.
During this part of the coaching process, it is vital that I have built trust with my Client and that I am also adaptable to what the Client wants. At this stage, sometimes, the need arises for me to refer my Client to another professional, e.g. counsellor.
At the final stages of the coaching sessions, I request the Client to fill out an Evaluation Form. This includes questions on my performance as a Coach and other questions relating to the Code of Ethics and Competence Framework.
I also complete an Evaluation Form of myself.
▪ How I felt about the Session: ▪ What went well? ▪ What I need to pay more attention to? ▪ What could I have done differently?
As I train people to become Life & Business Coaches, I certainly value the importance of feedback and also evaluation of oneself. What I expect my students to do, I must advocate myself.
My intention in completing this evaluation, is to reflect and empower myself to maintain a professional coaching relationship with my Clients and to continuously improve my practice.
4. CONCLUSION
I trust that I have shared with you my philosophy of coaching, the theoretical models that I use, which is part of my coaching practice. I have outlined the benefits of such models and explained how coaching differs from other learning and helping roles.
I have identified the different stages of the coaching process which is impertinent to establishing a professional ethical and successful coaching relationship/partnership.
In reference to choice, I believe that ‘we can become prisoners of life by fear, and masters of freedom, from owning and acting out of choice’. Mary Curran
.
In the Coaching relationship the following happens:
▪ Life Coach’s focus is solely on the client ▪ Executive Coach’s will also take into account the impact of the organisation (the invisible client) ▪ Coach’s accountability is primarily to the client and sometimes a level of accountability to the organisation ▪ The agenda is set by the client unless otherwise agreed with the organisation ▪ Coach supports client’s agenda ▪ The client implements the action plan and then by doing so during the process of coaching, may realize that he/she might need to visit an alternative route. He learns from his actions.
Most of the above is also relevant in supervision.
MY PHILOSOPHY OF SUPERVISION:
In order to be the best you can be in your work, the professional coach need to be continuously learning through ongoing supervision. My approach is to create a learning partnership, where the supervisee feels safe and comfortable to explore all aspects of their work.
As a Supervisee, I am aware of my responsibility to prepare for my supervision. In supervision I am given the space to address my concerns about all aspects of my work, to be listened to, challenged and ask for advice when I feel the need to. (This advice element is a core difference between coaching and supervision). I believe that it is also a space for reflection and learning. It is not what we know, it is what we learn after we know and the action that we take, that counts. For an existing client the client was distressed at some 360 degree feedback, which she felt unfair. My intervention was to use role play where I took the part of the person receiving the feedback. In watching my response to the same feedback, the client was able to identify she was coming across as defensive and negative. When challenged what the difference was between my behaviour and hers, she was able to see how to respond in a proactive and non defensive way and take ownership of the elements that were valid and true. After this session she felt confident in having a constructive conversation with her boss about this feedback. This is an example of how the supervisee takes the knowledge, learns from it and changes the ways she acts.
THE NEED FOR SUPERVISION
I believe that Coaching and Supervision go hand-in-hand.
As coaches, we need different perspectives to be shared, support given and a place to “let off steam” so that we can be at our best in our work. This is where Supervision comes in.
Supervision is a valuable source of support for a coach, in what can be a draining and isolated role.
Sometimes, one can get absorbed in their feelings and emotions that the client brings and therefore would require the support of a supervisor to help them process these feelings. This prevents becoming overburdened, ineffective and possible burnout.
WHAT IS SUPERVISION?
“Supervision is a working alliance between two professionals where supervisees offer an account of their work, reflect on it, receive feedback, and receive guidance if appropriate. The object of this alliance is to enable the worker to gain in ethical competency, confidence and creativity so as to give the best possible service to clients” (Inskipp and Proctor, 2001).
In order to formalize my own supervision process, I have used the CLEAR (Contract, Listen, Explore Action and Review) coaching model as adapted by Peter Hawkins for supervision. I also use the Seven-Eyed Process Model particularly in dealing with organisational supervision.
Hawkins (2006) “Excellence in Coaching” p.208 demonstrates by the use of this model that the core elements of coaching also exist in supervision.
APPLYING THE CLEAR MODEL TO COACHING AND SUPERVISION
Looking at similarities and
differences
1. CONTRACT:
Coaching, the sessions start with establishing the clients’ desired outcomes, understanding what needs to be covered and how the coach and the client design a relationship where the process can be most valuable. Also agreeing any basic ground rules or roles and logistics.
Supervision, All the points above are also present. However, the focus is always relating to the client work. This means that the process is more formal and ethical awareness is monitored by the supervisor and “also reflects the expectations of the organisation and professions involved”, Hawkins 2007 pg.208. It is important to establish clear contracts with all parties concerned at the start. (E.g. aims of supervision, feedback to third party if any). Another key difference is that there may be a formal process of evaluation with the involvement of an external organisation. This means that there may be more than three parties to the contract.
2. LISTEN:
In both coaching and supervision the key skill is listening. Listening happens at many levels. In both coaching and supervision, we are trained to listen at a deeper level than normal conversation. This deep listening is clearly demonstrated in the following model developed by Peter Hawkins and Nick Smith (Coaching, Mentoring and Organisatinal Consultancy 2006) p. 212.
Levels of listening
|Level |Activity of listener |Outcome registered in the person being |
| | |listened to |
|1. Attending |Eye contact and posture demonstrate |‘This person wants to listen to me.’ |
| |interest in the other. | |
|2. Accurate listening |Above, plus accurately paraphrasing what |‘This person hears and understands what I|
| |the other is saying. |am talking about.’ |
|3. Empathic listening |Both the above, plus matching their |‘This person feels what it is like to be |
| |non-verbal cues, sensory frame and |in my position, they get my reality.’ |
| |metaphors; feeling into their situation. | |
|4. Generative empathic listening |All the above, plus using one’s own |‘This person helps me to hear myself more|
| |intuition and ‘felt sense’ to connect |fully than I can by myself.’ |
| |more fully what one has heard, in the way| |
| |one plays it back. | |
While listening at Level 4, the supervisor is watching for what effect decisions made will have on their work and the people in the organisation. In this way, it is quite similar to Executive Coaching. In my coaching, I do an ecology check with clients to ensure the changes that they are making sit congruently with their values and their environment.
3. EXPLORE:
Coaching, the coach explores where the client has come from, what (if any) self limiting beliefs are stopping them from getting to where they want to go. Also, the coach can check through the use of NLP Tools - are they living today in past experiences, associations and references. The coach also helps the client to explore many options, and shares many perspectives with the client. The process of discovery is both exciting and challenging for the client, whilst the Coach supports, encourages and champions the Client. In Supervision, the difference is that we monitor the work of the supervisee, and take into account any ethical issues that might arise. The emphasises is always on the quality of the work. In Supervision, we explore the dynamics in all relationships impacting on the work. In supervision, it is necessary for the supervisor to make sure they are covering all systems connected to the client work both internal and external. (Using for example the 7 eyed process model).
4. ACTION:
In Coaching, having explored many paths, the coach now understands where the client is at, and together they strategically plan an outcome which is always in line with the client’s agenda and the client’s values. In Supervision, we are facilitators of reflection. However the reflection is always focused on the activity of supervisee’s work. “Supervision is reflection-on-action or indeed reflection-in-action to result in reflection for action” (Carroll 2007). This may take the form of a “Shift in the Room” which results in the supervisee behaving differently, thinking differently, seeing things differently and better work practice.
REVIEW:
As a coach trainer, it is part of my everyday work to focus on the learning of my trainees. A core part of this is the review process.
During the coaching the coach is reviewing the steps that the client is intending to take. It is very important for the coach to examine the ecological effects of such actions with the client. The coach reframes and requests the client to be accountable and committed to the agreed line of action.
In supervision, the supervisor reviews the actions that have been agreed. The supervisor also encourages feedback from the supervisee on what was helpful about the supervision process, what was difficult and what they would like to be different in the future supervision sessions. Agreeing how the planned action will be reviewed at future supervision sessions completes the work.
In Ireland some coaching professional bodies require an annual review process between supervisor and supervisee to be submitted. The areas reflected on by my professional body include:
▪ Preparation for supervision. ▪ Ability to establish an effective learning relationship ▪ Capacity to identify and work with paralell process ▪ Capacity to work with resistance and anxiety ▪ Capacity to identify and work with issues of power ▪ Boundaries and Ethical issues.
It is necessary to submit a formal review form signed by supervisor and supervisor in order to be granted Coach Practitioner status.
Essential to the review process, is the coaches and supervisor’s ability to give and receive feed back in both coaching and supervision relationships.
“Seven-eyed supervision process model” (Hawkins & Shoet 2006).
FEEDBACK - COACHING AND SUPERVISION
Feedback is essential to Coaching and Supervision.
Feedback must, be clear, direct and given at the appropriate time in a constructive manner and in the right atmosphere. Bearing in mind that one can not change what one is not aware of, one of the responsibilities of the coaches and supervisors is to create awareness, facilitate learning and help change behaviour Carroll (2006)
In NLP we refer to the “Sandwich Feedback”. This is where we meet with the client/person and we offer the following:
1. We say something positive about their performance and their work. Feedback is offered only on their behavior and not personal.
2. In the middle, we offer “Constructive feedback” and outline the areas for improvement whilst creating awareness for the client. It is important not to get lost in evidence. Emotions need to be recognised and dealt with; otherwise they can affect and cloud the process.
3. At the end, we invite them to move forward, having taken into account our feedback and their strategic plan of action. Their reflections and learnings from the feedback motivate them to making the necessary changes in their behaviours or attitudes.
This model is very effective both in coaching and supervision.
THE CONCEPT OF POWER IN COACHING AND SUPERVISION.
In delivering feedback, it is essential for the coach or supervisor to ensure that the person receiving the feedback does not feel dis-empowered. Carroll has provided us with some useful questions to ask ourselves in relation to power. In coaching, the power to make the change lies solely with the client, whereas in supervision, it is more of a learning partnership arrangement where the power is equal. The coach or supervisor must ask themselves, “how do I use my power as a coach or as a supervisor?” and how does this affects the whole dynamic of the relationship.
POWER OVER
Do I act as the expert? Do I tell my client, this is what you should do? For example, one of my peer group supervisors reported that when attending supervision, the supervisor came across as very judgemental and focused on the evaluative task of supervision (see Carroll generic tasks of supervision 2006). This had the affect on the supervisee of constantly feeling judged and uncomfortable about the balance of power in the relationship. The action agreed in the group was that the supervisee would raise the issue of power at her next session with her supervisor. At that next session, she also raised the subject of potential clashes in their divergent philosophies of supervision.
POWER WITH
In coaching, you act by helping clients to empower themselves and reach their own potential. Also you help them to achieve common goals, which set the stage for the power of creative intention. In supervision, my intention is to create a learning partnership where both partners are learning from the process.
POWER THROUGH
You work with clients to get things achieved by action through the use of their own resources.
POWER WITHIN
Self- Empowered - . You help the client to become confident. You can use some of the skills in NLP to anchor from within their power of creative retention. Creative retention is where you allow the client to associate their inner strengths with previous successful experiences and bring these strengths into whatever dilemma they are facing.
Sometimes, where the client seems unable to act from the power within, they maybe in “Survival Mode”. This will be evident in their tendency towards, fight flight, freezing and fragmenting in relation to some of their dilemmas.
WHAT IS SURVIVAL MODE?
Survival mode can be defined as a feeling of no longer being in control of your life or choices.
The coach or supervisor must learn to recognize when clients are in survival mode and work to change them into the “Competency Mode”, where they feel they have the resources and competencies to help themselves.
In the “Survival Mode”, the client usually feels that some one or some thing has “Power Over” them rather than feel that they have any control over their life. They are motivated by fear rather than a sense of freedom of choice.
Competency Mode on the other hand is where the client is much more motivated in making positive changes and choices in their life. They are competent and believe in themselves. They are self-aware, open to learning and because of this, they embrace change. They maximise their opportunities for growth and through their own resources and belief, minimize any potential distress.
THE FOLLOWING ARE CARROLL’S DESCRIPTION OF THE CORE ELEMENTS OF SUPERVISION (CARROLL 2005)
1. A FORUM FOR REFLECTION
Once a client is in competence mode, they are capable of reflecting on their dilemma in which stimulates increased self-awareness.
WHAT IS REFLECTION?
The power of reflection.
Reflection is defined as “the ability to create meaning and conceptualization from experience and the potentiality to look at things other than as they are” (Brockbank and McGill, 1998). Or as Robin Shohet 2008 says ‘Reflection is a powerful tool which can be creative or destructive depending on your state of mind’. For example, too much time in reflection can leave you stuck in the past and even lead to depression.
In supervision, reflection plays a bigger role than in coaching. There is always more than one way of doing something and we need to reflect on this. The supervisor is focused on expanding the supervisee’s range of perception and interventions. As with coaching, reflection will involve the past, the present and the future. In supervision, the supervisor provides a contained space where the supervisee can feel safe in trying out new ideas.
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2. A FORUM FOR ACCOUNTABILITY
In coaching, the client becomes accountable to the coach, as regards what steps and actions they need to take. In supervision, the client’s cases are presented and the supervisee’s work with them is monitored, considered, reviewed and dissected with learning being brought forth. It is a process of accountability where ethical and professional issues are considered and stakeholders in the supervision process (clients, organisations, professional associations and those who pay for the work) are assured that quality is being maintained (Carroll 2005 pg 8).
3. THE FOCUS IS ON EXPERIENTIAL LEARNING
Coaching is an inter-developmental process. The coach often learns as much from the process as the client. By going through the process, there are often “Parells” running through the session. When this happens, I sometimes bring this to my client, if it is relevant and I have successfully dealt with myself. Example, when a client disclosed that they had been swindled by a business partner, I shared a similar experience and shared the learning with them. If I had an emotional reaction to the paralell process, I would not disclose it to the client, however I would share this with my supervisor, so that I could move beyond my own barriers on this issue.
In Supervision, experiential learning is the type of learning most appropriate to supervision…. built on the reflection/action process (Carroll 2005) As the research indicates, we all learn differently. Kolb’s Experiential Learning Cycle, (Hawkins and Smith 2006) outlines the four stage of learning: Activity, Reflection, Learning and Application.
It is very important when going to see our supervisor, that you know your style and method of learning so that you can negotiate with your supervisor about how he/she can facilitate that learning. My type of learning is through the “Doing” route. “Magic happens in the process”. (Whitmore, 2008). In the case mentioned earlier with the judgmental supervisor his focus was very much on the activity of the client work, whereas the supervisee learns best by reflecting on action, leading to a mismatch in their learning styles. As coaches we are masters in the process, not in the content of coaching. Knowing your style of learning and valuing the different styles is very important both in coaching and supervision. You can meet the client/supervisor where they are at a faster pace, once you have tuned into their particular learning style.
One technique I use in creating experiential learning in coaching and supervision is Carroll’s, 2006, examines the ‘Theory of Core Qualities’ in coaching and supervision:
1. I get my client to identify their core qualities. My client does consistently well. Examples could be: loyalty, determination or patience. 2. Where there is an over use of a skill or core quality, there is always a “Pitfall”. I ask the client to identify their core competencies. Loyalty becomes collusion, determination becomes bullying and patience becomes passivity. 3. I request the client to identify what they dislike in themselves or others. E.g. People who are loyal may dislike people who betray them. People who are determined are often irritated by non-commitment. People who are patient may be offended by impatience. 4. The most important part of this theory is to meet the challenge of holding on to your core quality, while not falling into the pitfall e.g. The person who is loyal, will also need to be objective around their loyalty. The person, who is determined, will need to respect others in their journey and their pace, and the person who is patient will sometimes need to be assertive.
I find it important to practice these theories on myself and learn from them. An example of one such challenge for me with this was that I prided myself in being non-judgmental.
So my Core Quality was: Non-judgmental
My Pitfall was: Vulnerability, I allowed people an element of control in my life without questioning his/her motives etc.
My Allergy was: Judgment and people who judged others.
My Challenge was: To continue to be non-judgmental without being naïve. In supervision we aim for transformational learning. (that is it leads to lasting change).For example, I was coaching a client around her “Self-Limiting Beliefs” one of which was she did not value her time. This resulted in the client putting everyone and everything ahead of herself. At the end of this session, through the use of NLP the client came up with an affirmation which was; “My time is precious and I choose how I spend it”. At the next session, everything had changed. She talked in a lighter tone and was smiling a lot more. She told me since we met last, she decided to do a time plan every day and decided to put her Mum first, as she is quite ill. She decided to put herself next and do the work she loved and leave the work she did not like until later. She said she felt as if there was a “weight lifted off her shoulders”. I worked with her to find out what had transformed within her. She pointed out that she was saying her affirmations twice daily and was convinced that she was now behaving and acting out of her new belief which resulted in changing the way she thought about herself and choosing how to spend her time. This is an example of how the thinking changed behind the thinking, which is what transformational learning is all about. The shift was very evident to both my client and myself. In order to ensure that the learning covers all dimensions of the supervisee’s work, I use the “Seven -Eyed process model as a checklist for myself interviewing the supervisory relationship.
APPLICATION OF THE SEVEN- EYED PROCESS MODEL
Example with supervision client..
Annie a qualified Coach, also trained to be a “Healer” in Energy and other disciplines. 1. Focus on the client and what and how they present
Annie’s client was feeling overwhelmed and bullied at work. Annie had been bullied in the past by the male members of her family. 2. Exploration of the strategies and interventions used by the supervisee:-
Annie felt that she was stuck in what interventions to use. She had listened to the client and worked on the surface with her. She felt that she was going to withdraw from coaching and tell the client that she needed healing.
As the Supervisor, I explored the various questions and disciplines that Annie was using. We discovered that Annie was lacking in her questioning skills, and also she had some limiting beliefs around her confidence as a coach.
3. Exploration of the relationship between the Client and the Supervisee:-
Annie was feeling over-whelmed and realised that this was a “Parallel Process” happening between her client and herself. Both her Client and herself were feeling “Overwhelmed” and also both had experienced been bullied before.
4. Focus on the Supervisee:-
We worked in expanding her confidence in the range of interventions she could use. We agreed to do “Role Play” – me being the Coach and the Supervisee being the client. . Annie immediately was able to look at her areas of weaknesses and come up with some very good ways of working with her client. We also discussed “Self-Limiting Beliefs” e.g. she was a better healer than a coach. There was great learning in this.
5. Focus on the supervisory relationship
I brought Annie’s attention the fact that she felt “Overwhelmed” and wanted answers from me immediately. Annie’s client was expecting the same from Annie.
6. The Supervisor focusing on their own process
In this session, I was concerned how this client was allowed to be qualified, with so little resources and practice. I became very aware that these were my feelings, not Annie’s. I became very aware that this was triggering concerns about myself and my image of myself as being non-judgmental (as referred to earlier). My challenge was to identify whether there was an ethical issue here in relation to her level of training. I needed to make a judgment call on this.
I decided to continue with Annie in a supportive role until she felt equipped and satisfied with herself and how her work was going to be different and better than before. Annie realized that she had the resources within herself to give of her best to her work.
7. Focus on the wider contexts in which the work happens
Annie realized that she had this belief that “Healing was Internal” and that “Coaching was External”. As a consequence she believed she liked healing more and didn’t believe that coaching was as powerful. When challenged as to why she believed this and after sharing many vignettes with her demonstrating how coaching is very much about the “Internal Shift”, Annie was now able to see the bigger picture. This resulted in Annie becoming far more confident in her coaching practice.
SUMMARY AND CONCLUSION:
I trust that I have made some impact and shared some insights on the relationship between coaching and supervision.
The work of coaching and supervision tends to increase the self awareness of the coach and supervisor as well as the clients through reflection and challenge. Our contribution is to help ourselves and other to become autonomous human beings, being able to make wise decisions, problem solve, taking into account and respecting the opinions of others.
I also have learned how to become detached and watch like a helicopter on situations, where I need to make a decision. I have lost all attachments to the “End Result”. I give little time to worry and most of all I have learnt to take care and look after myself, so that I can give of my best to others.
To conclude, as demonstrated above, there is a very close relationship between coaching and supervision. They share a common focus: to empower people to be at their best in their lives and at work. The interventions used in both are broadly similar and the skills and competencies of both coach and supervisor overlap. However, whereas coaching can be very task oriented, supervision explores more than what is going on in the room as there is always at least one invisible client. Progress can be made very quickly in coaching (sometimes involving only one session). In contrast supervision involves a longer term relationship and more reflection on internal and external dynamics. The main learning for me in writing this essay is around the use of the word “Why”. The question “Why” is not asked in coaching, as it makes the client feel “they are being judged”, whereas the question “Why” is often necessary in supervision and sometimes it is called upon for the supervisor to make a judgment. It has also made me more aware of my ethical responsibility as a trainer of coaches. This leads me to address concerns as they arise with my own supervisor so that I can contribute to the ongoing professionalisation of coaching in Ireland.
‘Coaching is creating Change with Clarity and Conviction’. (Mary Curran 2010)
‘Unlocking a person’s potential to maximize their own performance. It is helping them to learn rather than teaching them’ (Whitmore, 2003).
I believe people are often stuck in the “Comfort Zone” – where the level of pain and pleasure is equal. The role of the coach is to facilitate the client in moving on, by asking powerful questions. By raising the level of pain or pleasure, we engage the emotions which will motivate the person to action. Once this emotional shift takes place, the client is ready to move on with conviction.
Within each unique individual lies incredible potential to do more, be more and have more. The …show more content…
answers are within themselves.
I also believe that humans can unlearn old behaviours’ and learn more adaptive ones. Through the process of coaching we enable the client to internalize the changes in their behaviours and attitudes and make a sustainable difference in their life.
EXPLORING THE RELATIONSHIP BETWEEN COACHING AND SUPERVISION
INTRODUCTION
In this essay, I will examine the relationship between coaching and supervision and will explore some interventions used in both (e.g. listening, reflecting and questioning). Drawing on my experience, as both a Coach and Supervisor, I will identify the challenges of distinguishing between them. I will explore and compare the needs of both, looking at concepts such as power, contracts, accountability, learning and relationships. My conclusion will be that there is a very close relationship between coaching and supervision, where we share some of the same interventions, competencies and
Learning. One of the main differences between the two is that in coaching, the coach takes a non-judgmental position and therefore chooses to ask “What” and not “Why” whereas in supervision, at times the supervisor is required to ask “Why” and there is an element of judgment in relation to the work of the supervisee.
Having trained originally with Thomas Leonard, (regarded by many as the father of life coaching) I then qualified as a Life & Business Coach with the Coach Institute of Ireland. In 2001 I set up the Centre for Professional & Personal Development where I train people in life and business coaching.
Coaching is about “the gift of choice” and bringing this to the attention of the client.
There are many different learning and helping roles. In Coaching, many of the tools and techniques come from Neuro Linguistic Programming, Emotional Intelligence, and Behavioural Psychology. Coaching is different from Supervision and Mentoring.
‘Supervision is a working alliance between two professionals where supervisees offer an account of their work, reflect on it, receive feedback, and receive guidance if appropriate. ‘The object of this alliance is to enable the worker to gain in ethical competency, confidence and creativity so as to give the best possible service to clients’ (Inskipp and Proctor, 2001).
I believe to be the best you can be in your work, the professional coach needs to be continuously learning through ongoing supervision
Mentoring is ‘like climbing the side of a mountain.
While we are struggling up the steep bits we are breathless, challenged, single-minded, and in need of some support and sustenance. Technically there may be some moves that we can only make roped up to someone else. It is here that the mentoring process comes into its own. Coaching can help us move along the relatively level ground to the next big challenge. When we face a cliff we need help that will enable us to exercise new skills, new strategies, and new perspectives.’ (David Clutterbuck and David Megginson 1999)
Coaching and mentoring offer new perspectives to clients, however, in mentoring the Client is offered a solution from the expert. and empowering others to own and acknowledge that they do have a choice. This is particularly relevant in the Irish context where prior to the Celtic Tiger years, our culture was dominated by lack of choice. My coaching style is “outcome focused, which seeks to foster self-directed learning through collarabative goal setting, brain storming and action planning” (Grant 2008 p 25). My sessions are structured using the “GROW” model often associated with John …show more content…
Whitmore.
Supervision is where I provide a container of space, which is safe and confidential and where my supervisee can share their fears and concerns about their work and performance. My role is to facilitate and work with my clients to become the best they can be in their work. My supervision model is based mainly around the “Seven- Eyed Process Model” (Hawkins & Shoet 1989).
According to Carroll & Gilbert (2005) the personal qualities and characteristics of a Supervisor are “Being people oriented, trustworthy, supportive, encouraging, respectful, having high integrity, being congruent and operating with sensitivity and tact”. These qualities also apply directly to coaching.
MY PHILOSOPHY OF COACHING:
I believe coaching enables the client to become the best they can be in all areas of their life. It moves the client from talking about doing into action. It challenges them to deal with procrastination and worry, so that they can move forward with conviction to achieve the goals they want to achieve.
THE NEED FOR COACHING:
People come to coaching when they are unclear about what decisions to make and sometimes are not consciously aware of their core or personal values. The coach helps them to take more effective and focused actions immediately, and request them to be accountable. They learn to set new boundaries and not to tolerate things that waste their time.
The power of coaching is that it creates momentum so that results come more quickly, and build on each other. Clear and defined goals are set that match exactly what the client wants. Coaching can be applied to any person for any aspect of their life. For example the successful executive may have lost sight of their values and may not be living a fulfilled life; a housewife who is not being listened to in her family home may need to work with her self confidence and self worth.
WHAT IS COACHING?
My own definition is: “Coaching is creating Change with Clarity and Conviction”. What is really important here is the word “Conviction”. Many people come to coaching, with an idea of what they want to do, but have difficulty in achieving it. This is often because they are in the “Comfort Zone” – where the level of pain and pleasure is equal. The role of the coach is to facilitate the client in moving on, by asking powerful questions. By raising the level of pain or pleasure, we engage the emotions which will motivate the person to action. Once this emotional shift takes place, the client is ready to move on with conviction (that is if they have convinced themselves to move forward and create sustainable change).
There are three dimensions to all coaching work, the Coach, the Client and the coaching relationship. The coach acts as facilitator or conduit and makes space for the client to change whatever they want to change. Central to this is raising the client’s awareness of the range of choices available to them. The skills necessary to do this include being a very good listener (i.e. listen to what is said and what is not said) and awareness of what is being communicated by the client’s breathing and body language 2. APPLICATION OF THEORETICAL MODELS
As I apply my coaching philosophy I draw on different theoretical models.
At the beginning of every coaching session, I follow the CLEAR (Contract, Listen, Explore, Action and Review) coaching model as adapted by Peter Hawkins for supervision.
During my sessions, I use the “GROW” model (John Whitmore 2003) to structure the sessions.
Beginning with the end in mind and facilitating the Grow model offers them a helicopter view of their Goal, their Reality, and their Options and questions their Will to achieve. Sometimes, I leverage their willingness to ensure commitment. Hand in hand with the GROW model is the “SMARTO” ACKRYMON. To increase the momentum and the possibility of achievement, I believe it is vital that the goals set with the Client are Specific, Measurable, Achievable, Realistic, Time-Bound and Owned. The willingness to succeed and take ownership of their goal is vital for the Client to achieve the outcome they aspire to.
3. STAGES OF THE COACHING PROCESS
The Beginning – the “Intake Session”.
Firstly, I establish rapport with my Client and introduce my “Intake Sheet”. This covers the reason the client is engaging in the coaching process with me, their expectations and the goals that they wish to work on.
I introduce our Coaching Contract, which includes my fee for the coaching sessions, the frequency of our meetings, sharing both our expectations and including my Confidentiality Policy. I then draw their attention to the Code of Ethics.
Once the Coaching Contract is completed and the Client is happy to proceed, our session begins.
▪ During the process of the Coaching Contract, I invite the Client at the end of every session to complete a summary of how they felt the session went for them. The Client completes this form and gives it to me at the beginning of the next session.
During this part of the coaching process, it is vital that I have built trust with my Client and that I am also adaptable to what the Client wants. At this stage, sometimes, the need arises for me to refer my Client to another professional, e.g. counsellor.
At the final stages of the coaching sessions, I request the Client to fill out an Evaluation Form. This includes questions on my performance as a Coach and other questions relating to the Code of Ethics and Competence Framework.
I also complete an Evaluation Form of myself.
▪ How I felt about the Session: ▪ What went well? ▪ What I need to pay more attention to? ▪ What could I have done differently?
As I train people to become Life & Business Coaches, I certainly value the importance of feedback and also evaluation of oneself. What I expect my students to do, I must advocate myself.
My intention in completing this evaluation, is to reflect and empower myself to maintain a professional coaching relationship with my Clients and to continuously improve my practice.
4. CONCLUSION
I trust that I have shared with you my philosophy of coaching, the theoretical models that I use, which is part of my coaching practice. I have outlined the benefits of such models and explained how coaching differs from other learning and helping roles.
I have identified the different stages of the coaching process which is impertinent to establishing a professional ethical and successful coaching relationship/partnership.
In reference to choice, I believe that ‘we can become prisoners of life by fear, and masters of freedom, from owning and acting out of choice’. Mary Curran
.
In the Coaching relationship the following happens:
▪ Life Coach’s focus is solely on the client ▪ Executive Coach’s will also take into account the impact of the organisation (the invisible client) ▪ Coach’s accountability is primarily to the client and sometimes a level of accountability to the organisation ▪ The agenda is set by the client unless otherwise agreed with the organisation ▪ Coach supports client’s agenda ▪ The client implements the action plan and then by doing so during the process of coaching, may realize that he/she might need to visit an alternative route. He learns from his actions.
Most of the above is also relevant in supervision.
MY PHILOSOPHY OF SUPERVISION:
In order to be the best you can be in your work, the professional coach need to be continuously learning through ongoing supervision. My approach is to create a learning partnership, where the supervisee feels safe and comfortable to explore all aspects of their work.
As a Supervisee, I am aware of my responsibility to prepare for my supervision. In supervision I am given the space to address my concerns about all aspects of my work, to be listened to, challenged and ask for advice when I feel the need to. (This advice element is a core difference between coaching and supervision). I believe that it is also a space for reflection and learning. It is not what we know, it is what we learn after we know and the action that we take, that counts. For an existing client the client was distressed at some 360 degree feedback, which she felt unfair. My intervention was to use role play where I took the part of the person receiving the feedback. In watching my response to the same feedback, the client was able to identify she was coming across as defensive and negative. When challenged what the difference was between my behaviour and hers, she was able to see how to respond in a proactive and non defensive way and take ownership of the elements that were valid and true. After this session she felt confident in having a constructive conversation with her boss about this feedback. This is an example of how the supervisee takes the knowledge, learns from it and changes the ways she acts.
THE NEED FOR SUPERVISION
I believe that Coaching and Supervision go hand-in-hand.
As coaches, we need different perspectives to be shared, support given and a place to “let off steam” so that we can be at our best in our work. This is where Supervision comes in.
Supervision is a valuable source of support for a coach, in what can be a draining and isolated role.
Sometimes, one can get absorbed in their feelings and emotions that the client brings and therefore would require the support of a supervisor to help them process these feelings. This prevents becoming overburdened, ineffective and possible burnout.
WHAT IS SUPERVISION?
“Supervision is a working alliance between two professionals where supervisees offer an account of their work, reflect on it, receive feedback, and receive guidance if appropriate. The object of this alliance is to enable the worker to gain in ethical competency, confidence and creativity so as to give the best possible service to clients” (Inskipp and Proctor, 2001).
In order to formalize my own supervision process, I have used the CLEAR (Contract, Listen, Explore Action and Review) coaching model as adapted by Peter Hawkins for supervision. I also use the Seven-Eyed Process Model particularly in dealing with organisational supervision.
Hawkins (2006) “Excellence in Coaching” p.208 demonstrates by the use of this model that the core elements of coaching also exist in supervision.
APPLYING THE CLEAR MODEL TO COACHING AND SUPERVISION
Looking at similarities and
differences
1. CONTRACT:
Coaching, the sessions start with establishing the clients’ desired outcomes, understanding what needs to be covered and how the coach and the client design a relationship where the process can be most valuable. Also agreeing any basic ground rules or roles and logistics.
Supervision, All the points above are also present. However, the focus is always relating to the client work. This means that the process is more formal and ethical awareness is monitored by the supervisor and “also reflects the expectations of the organisation and professions involved”, Hawkins 2007 pg.208. It is important to establish clear contracts with all parties concerned at the start. (E.g. aims of supervision, feedback to third party if any). Another key difference is that there may be a formal process of evaluation with the involvement of an external organisation. This means that there may be more than three parties to the contract.
2. LISTEN:
In both coaching and supervision the key skill is listening. Listening happens at many levels. In both coaching and supervision, we are trained to listen at a deeper level than normal conversation. This deep listening is clearly demonstrated in the following model developed by Peter Hawkins and Nick Smith (Coaching, Mentoring and Organisatinal Consultancy 2006) p. 212.
Levels of listening
|Level |Activity of listener |Outcome registered in the person being |
| | |listened to |
|1. Attending |Eye contact and posture demonstrate |‘This person wants to listen to me.’ |
| |interest in the other. | |
|2. Accurate listening |Above, plus accurately paraphrasing what |‘This person hears and understands what I|
| |the other is saying. |am talking about.’ |
|3. Empathic listening |Both the above, plus matching their |‘This person feels what it is like to be |
| |non-verbal cues, sensory frame and |in my position, they get my reality.’ |
| |metaphors; feeling into their situation. | |
|4. Generative empathic listening |All the above, plus using one’s own |‘This person helps me to hear myself more|
| |intuition and ‘felt sense’ to connect |fully than I can by myself.’ |
| |more fully what one has heard, in the way| |
| |one plays it back. | |
While listening at Level 4, the supervisor is watching for what effect decisions made will have on their work and the people in the organisation. In this way, it is quite similar to Executive Coaching. In my coaching, I do an ecology check with clients to ensure the changes that they are making sit congruently with their values and their environment.
3. EXPLORE:
Coaching, the coach explores where the client has come from, what (if any) self limiting beliefs are stopping them from getting to where they want to go. Also, the coach can check through the use of NLP Tools - are they living today in past experiences, associations and references. The coach also helps the client to explore many options, and shares many perspectives with the client. The process of discovery is both exciting and challenging for the client, whilst the Coach supports, encourages and champions the Client. In Supervision, the difference is that we monitor the work of the supervisee, and take into account any ethical issues that might arise. The emphasises is always on the quality of the work. In Supervision, we explore the dynamics in all relationships impacting on the work. In supervision, it is necessary for the supervisor to make sure they are covering all systems connected to the client work both internal and external. (Using for example the 7 eyed process model).
4. ACTION:
In Coaching, having explored many paths, the coach now understands where the client is at, and together they strategically plan an outcome which is always in line with the client’s agenda and the client’s values. In Supervision, we are facilitators of reflection. However the reflection is always focused on the activity of supervisee’s work. “Supervision is reflection-on-action or indeed reflection-in-action to result in reflection for action” (Carroll 2007). This may take the form of a “Shift in the Room” which results in the supervisee behaving differently, thinking differently, seeing things differently and better work practice.
REVIEW:
As a coach trainer, it is part of my everyday work to focus on the learning of my trainees. A core part of this is the review process.
During the coaching the coach is reviewing the steps that the client is intending to take. It is very important for the coach to examine the ecological effects of such actions with the client. The coach reframes and requests the client to be accountable and committed to the agreed line of action.
In supervision, the supervisor reviews the actions that have been agreed. The supervisor also encourages feedback from the supervisee on what was helpful about the supervision process, what was difficult and what they would like to be different in the future supervision sessions. Agreeing how the planned action will be reviewed at future supervision sessions completes the work.
In Ireland some coaching professional bodies require an annual review process between supervisor and supervisee to be submitted. The areas reflected on by my professional body include:
▪ Preparation for supervision. ▪ Ability to establish an effective learning relationship ▪ Capacity to identify and work with paralell process ▪ Capacity to work with resistance and anxiety ▪ Capacity to identify and work with issues of power ▪ Boundaries and Ethical issues.
It is necessary to submit a formal review form signed by supervisor and supervisor in order to be granted Coach Practitioner status.
Essential to the review process, is the coaches and supervisor’s ability to give and receive feed back in both coaching and supervision relationships.
“Seven-eyed supervision process model” (Hawkins & Shoet 2006).
FEEDBACK - COACHING AND SUPERVISION
Feedback is essential to Coaching and Supervision.
Feedback must, be clear, direct and given at the appropriate time in a constructive manner and in the right atmosphere. Bearing in mind that one can not change what one is not aware of, one of the responsibilities of the coaches and supervisors is to create awareness, facilitate learning and help change behaviour Carroll (2006)
In NLP we refer to the “Sandwich Feedback”. This is where we meet with the client/person and we offer the following:
1. We say something positive about their performance and their work. Feedback is offered only on their behavior and not personal.
2. In the middle, we offer “Constructive feedback” and outline the areas for improvement whilst creating awareness for the client. It is important not to get lost in evidence. Emotions need to be recognised and dealt with; otherwise they can affect and cloud the process.
3. At the end, we invite them to move forward, having taken into account our feedback and their strategic plan of action. Their reflections and learnings from the feedback motivate them to making the necessary changes in their behaviours or attitudes.
This model is very effective both in coaching and supervision.
THE CONCEPT OF POWER IN COACHING AND SUPERVISION.
In delivering feedback, it is essential for the coach or supervisor to ensure that the person receiving the feedback does not feel dis-empowered. Carroll has provided us with some useful questions to ask ourselves in relation to power. In coaching, the power to make the change lies solely with the client, whereas in supervision, it is more of a learning partnership arrangement where the power is equal. The coach or supervisor must ask themselves, “how do I use my power as a coach or as a supervisor?” and how does this affects the whole dynamic of the relationship.
POWER OVER
Do I act as the expert? Do I tell my client, this is what you should do? For example, one of my peer group supervisors reported that when attending supervision, the supervisor came across as very judgemental and focused on the evaluative task of supervision (see Carroll generic tasks of supervision 2006). This had the affect on the supervisee of constantly feeling judged and uncomfortable about the balance of power in the relationship. The action agreed in the group was that the supervisee would raise the issue of power at her next session with her supervisor. At that next session, she also raised the subject of potential clashes in their divergent philosophies of supervision.
POWER WITH
In coaching, you act by helping clients to empower themselves and reach their own potential. Also you help them to achieve common goals, which set the stage for the power of creative intention. In supervision, my intention is to create a learning partnership where both partners are learning from the process.
POWER THROUGH
You work with clients to get things achieved by action through the use of their own resources.
POWER WITHIN
Self- Empowered - . You help the client to become confident. You can use some of the skills in NLP to anchor from within their power of creative retention. Creative retention is where you allow the client to associate their inner strengths with previous successful experiences and bring these strengths into whatever dilemma they are facing.
Sometimes, where the client seems unable to act from the power within, they maybe in “Survival Mode”. This will be evident in their tendency towards, fight flight, freezing and fragmenting in relation to some of their dilemmas.
WHAT IS SURVIVAL MODE?
Survival mode can be defined as a feeling of no longer being in control of your life or choices.
The coach or supervisor must learn to recognize when clients are in survival mode and work to change them into the “Competency Mode”, where they feel they have the resources and competencies to help themselves.
In the “Survival Mode”, the client usually feels that some one or some thing has “Power Over” them rather than feel that they have any control over their life. They are motivated by fear rather than a sense of freedom of choice.
Competency Mode on the other hand is where the client is much more motivated in making positive changes and choices in their life. They are competent and believe in themselves. They are self-aware, open to learning and because of this, they embrace change. They maximise their opportunities for growth and through their own resources and belief, minimize any potential distress.
THE FOLLOWING ARE CARROLL’S DESCRIPTION OF THE CORE ELEMENTS OF SUPERVISION (CARROLL 2005)
1. A FORUM FOR REFLECTION
Once a client is in competence mode, they are capable of reflecting on their dilemma in which stimulates increased self-awareness.
WHAT IS REFLECTION?
The power of reflection.
Reflection is defined as “the ability to create meaning and conceptualization from experience and the potentiality to look at things other than as they are” (Brockbank and McGill, 1998). Or as Robin Shohet 2008 says ‘Reflection is a powerful tool which can be creative or destructive depending on your state of mind’. For example, too much time in reflection can leave you stuck in the past and even lead to depression.
In supervision, reflection plays a bigger role than in coaching. There is always more than one way of doing something and we need to reflect on this. The supervisor is focused on expanding the supervisee’s range of perception and interventions. As with coaching, reflection will involve the past, the present and the future. In supervision, the supervisor provides a contained space where the supervisee can feel safe in trying out new ideas.
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2. A FORUM FOR ACCOUNTABILITY
In coaching, the client becomes accountable to the coach, as regards what steps and actions they need to take. In supervision, the client’s cases are presented and the supervisee’s work with them is monitored, considered, reviewed and dissected with learning being brought forth. It is a process of accountability where ethical and professional issues are considered and stakeholders in the supervision process (clients, organisations, professional associations and those who pay for the work) are assured that quality is being maintained (Carroll 2005 pg 8).
3. THE FOCUS IS ON EXPERIENTIAL LEARNING
Coaching is an inter-developmental process. The coach often learns as much from the process as the client. By going through the process, there are often “Parells” running through the session. When this happens, I sometimes bring this to my client, if it is relevant and I have successfully dealt with myself. Example, when a client disclosed that they had been swindled by a business partner, I shared a similar experience and shared the learning with them. If I had an emotional reaction to the paralell process, I would not disclose it to the client, however I would share this with my supervisor, so that I could move beyond my own barriers on this issue.
In Supervision, experiential learning is the type of learning most appropriate to supervision…. built on the reflection/action process (Carroll 2005) As the research indicates, we all learn differently. Kolb’s Experiential Learning Cycle, (Hawkins and Smith 2006) outlines the four stage of learning: Activity, Reflection, Learning and Application.
It is very important when going to see our supervisor, that you know your style and method of learning so that you can negotiate with your supervisor about how he/she can facilitate that learning. My type of learning is through the “Doing” route. “Magic happens in the process”. (Whitmore, 2008). In the case mentioned earlier with the judgmental supervisor his focus was very much on the activity of the client work, whereas the supervisee learns best by reflecting on action, leading to a mismatch in their learning styles. As coaches we are masters in the process, not in the content of coaching. Knowing your style of learning and valuing the different styles is very important both in coaching and supervision. You can meet the client/supervisor where they are at a faster pace, once you have tuned into their particular learning style.
One technique I use in creating experiential learning in coaching and supervision is Carroll’s, 2006, examines the ‘Theory of Core Qualities’ in coaching and supervision:
1. I get my client to identify their core qualities. My client does consistently well. Examples could be: loyalty, determination or patience. 2. Where there is an over use of a skill or core quality, there is always a “Pitfall”. I ask the client to identify their core competencies. Loyalty becomes collusion, determination becomes bullying and patience becomes passivity. 3. I request the client to identify what they dislike in themselves or others. E.g. People who are loyal may dislike people who betray them. People who are determined are often irritated by non-commitment. People who are patient may be offended by impatience. 4. The most important part of this theory is to meet the challenge of holding on to your core quality, while not falling into the pitfall e.g. The person who is loyal, will also need to be objective around their loyalty. The person, who is determined, will need to respect others in their journey and their pace, and the person who is patient will sometimes need to be assertive.
I find it important to practice these theories on myself and learn from them. An example of one such challenge for me with this was that I prided myself in being non-judgmental.
So my Core Quality was: Non-judgmental
My Pitfall was: Vulnerability, I allowed people an element of control in my life without questioning his/her motives etc.
My Allergy was: Judgment and people who judged others.
My Challenge was: To continue to be non-judgmental without being naïve. In supervision we aim for transformational learning. (that is it leads to lasting change).For example, I was coaching a client around her “Self-Limiting Beliefs” one of which was she did not value her time. This resulted in the client putting everyone and everything ahead of herself. At the end of this session, through the use of NLP the client came up with an affirmation which was; “My time is precious and I choose how I spend it”. At the next session, everything had changed. She talked in a lighter tone and was smiling a lot more. She told me since we met last, she decided to do a time plan every day and decided to put her Mum first, as she is quite ill. She decided to put herself next and do the work she loved and leave the work she did not like until later. She said she felt as if there was a “weight lifted off her shoulders”. I worked with her to find out what had transformed within her. She pointed out that she was saying her affirmations twice daily and was convinced that she was now behaving and acting out of her new belief which resulted in changing the way she thought about herself and choosing how to spend her time. This is an example of how the thinking changed behind the thinking, which is what transformational learning is all about. The shift was very evident to both my client and myself. In order to ensure that the learning covers all dimensions of the supervisee’s work, I use the “Seven -Eyed process model as a checklist for myself interviewing the supervisory relationship.
APPLICATION OF THE SEVEN- EYED PROCESS MODEL
Example with supervision client..
Annie a qualified Coach, also trained to be a “Healer” in Energy and other disciplines. 1. Focus on the client and what and how they present
Annie’s client was feeling overwhelmed and bullied at work. Annie had been bullied in the past by the male members of her family. 2. Exploration of the strategies and interventions used by the supervisee:-
Annie felt that she was stuck in what interventions to use. She had listened to the client and worked on the surface with her. She felt that she was going to withdraw from coaching and tell the client that she needed healing.
As the Supervisor, I explored the various questions and disciplines that Annie was using. We discovered that Annie was lacking in her questioning skills, and also she had some limiting beliefs around her confidence as a coach.
3. Exploration of the relationship between the Client and the Supervisee:-
Annie was feeling over-whelmed and realised that this was a “Parallel Process” happening between her client and herself. Both her Client and herself were feeling “Overwhelmed” and also both had experienced been bullied before.
4. Focus on the Supervisee:-
We worked in expanding her confidence in the range of interventions she could use. We agreed to do “Role Play” – me being the Coach and the Supervisee being the client. . Annie immediately was able to look at her areas of weaknesses and come up with some very good ways of working with her client. We also discussed “Self-Limiting Beliefs” e.g. she was a better healer than a coach. There was great learning in this.
5. Focus on the supervisory relationship
I brought Annie’s attention the fact that she felt “Overwhelmed” and wanted answers from me immediately. Annie’s client was expecting the same from Annie.
6. The Supervisor focusing on their own process
In this session, I was concerned how this client was allowed to be qualified, with so little resources and practice. I became very aware that these were my feelings, not Annie’s. I became very aware that this was triggering concerns about myself and my image of myself as being non-judgmental (as referred to earlier). My challenge was to identify whether there was an ethical issue here in relation to her level of training. I needed to make a judgment call on this.
I decided to continue with Annie in a supportive role until she felt equipped and satisfied with herself and how her work was going to be different and better than before. Annie realized that she had the resources within herself to give of her best to her work.
7. Focus on the wider contexts in which the work happens
Annie realized that she had this belief that “Healing was Internal” and that “Coaching was External”. As a consequence she believed she liked healing more and didn’t believe that coaching was as powerful. When challenged as to why she believed this and after sharing many vignettes with her demonstrating how coaching is very much about the “Internal Shift”, Annie was now able to see the bigger picture. This resulted in Annie becoming far more confident in her coaching practice.
SUMMARY AND CONCLUSION:
I trust that I have made some impact and shared some insights on the relationship between coaching and supervision.
The work of coaching and supervision tends to increase the self awareness of the coach and supervisor as well as the clients through reflection and challenge. Our contribution is to help ourselves and other to become autonomous human beings, being able to make wise decisions, problem solve, taking into account and respecting the opinions of others.
I also have learned how to become detached and watch like a helicopter on situations, where I need to make a decision. I have lost all attachments to the “End Result”. I give little time to worry and most of all I have learnt to take care and look after myself, so that I can give of my best to others.
To conclude, as demonstrated above, there is a very close relationship between coaching and supervision. They share a common focus: to empower people to be at their best in their lives and at work. The interventions used in both are broadly similar and the skills and competencies of both coach and supervisor overlap. However, whereas coaching can be very task oriented, supervision explores more than what is going on in the room as there is always at least one invisible client. Progress can be made very quickly in coaching (sometimes involving only one session). In contrast supervision involves a longer term relationship and more reflection on internal and external dynamics. The main learning for me in writing this essay is around the use of the word “Why”. The question “Why” is not asked in coaching, as it makes the client feel “they are being judged”, whereas the question “Why” is often necessary in supervision and sometimes it is called upon for the supervisor to make a judgment. It has also made me more aware of my ethical responsibility as a trainer of coaches. This leads me to address concerns as they arise with my own supervisor so that I can contribute to the ongoing professionalisation of coaching in Ireland.