“Good supervision is a potent mix of affirmation, challenge, education and personal mentoring, offered by a professional who has converted experience into ‘wisdom’.” (Crago & Crago, 2002)
What happens in coaching supervision?
Coaching supervision can be likened as “coaching for coaches”. There are generally considered three overarching objectives in coaching supervision (Milne, 2009):
- To enhance coach effectiveness and client safety (normative)
- To develop coach resiliency and sustainability (restorative)
- To continue personal and professional development (formative)
Lizzo & Wilson (2002) identified six goals in their dimensions of supervision model:
- System Competence: managing perceptions and interpersonal conflict, understanding organizational power and politics, and developing strategies for influence.
- Ethical Judgement: identifying and working through value or ethical conflicts, developing awareness of personal assumptions and judgements, and becoming aware of how interventions meet your personal needs versus the needs of the coaching client.
- Conceptual Competence: developing skills related to case conceptualization, intervention planning and selection, and clarity around principles and frameworks.
- Personal Development: developing an understanding of how your own experiences affect your professional practice, and engaging with your own skills and weaknesses on a personal and professional level.
- Technical Competence: discovering and deploying a range of techniques and methods, documenting cases, and referring clients to other professionals.
- Role Efficacy: identifying sources of support, managing personal and professional stress, and improving work practices.
The culmination of these goals is to become a better self-regulated learner — a professional who skilled at personal reflection, can set meaningful personal and professional goals, and can self-evaluate progress in their own development journey.
Out of respect for the coaching profession and to make coaching supervision available to all coaches, sessions are priced at $75 per hour of supervision.
Lizzio, A. & Wilson. K., (2002). The domain of learning goals in professional supervision / Alf Lizzio & Keithia Wilson. In M. McMahon & W Patton (eds) Supervision in the helping professions: A Practical Approach (pp. 27-42). Sydney: Prentice Hall