When I first started thinking about supervision so many questions arose:
- What it really is?
- Is it coaching a coach on his/her coaching?
- What is the difference from mentoring and other supporting professions?
- Do we as coaches REALLY need it? Or should just some kind of experience exchange with peers be enough for our growth?
I experienced the supervision in group and individual settings in recent years, although I can say that I started getting clarity around questions above when I enrolled in supervision training in April this year. As a part of the training, one of the homework assignments was (the toughest one for me :)) – this one, writing and publishing my view on supervision and its uniqueness.
As I’m the person who searches for more depth, going beyond, having the need to read one more book, watch one more webinar, practice even more – was a roadblock to write.
Now, from today’s perspective – I can say I just fell in love with the supervision process. I feel it (as mentioned by the trainer in one of our training sessions) – liberating.
What supervision really is?
If you start the search for definitions about supervision, you’ll find various formulations of different renowned regulatory bodies and accrediting institutions that establish benchmarks, certify professionals, and uphold ethical standards. And if you try to make connections and extract elements which are aligned it will probably lead to listing these ones:
- Collaborative process: Supervisor and supervisee in supervision process as equal partners explore and grow together
- Supportive Environment/Safe non judgemental space for supervisees to discuss their challenges, potential doubts and work on personal well-being
- Ethical Integrity: Supervisory sessions are intended to ensure that coaches adhere to ethical standards and address any ethical dilemmas that may arise in their practice
- Reflective Practice: Process which is enabling supervisees to reflect on their work, client interactions, and personal reactions
- Systemic approach: Supervisors help supervisees understand both their own systems and their clients’ systems, enhancing the overall effectiveness of the coaching process
- Professional Development: Through supervision supervisees (and supervisors) improve their practice and professional skills ensuring they are well-equipped to handle various coaching scenarios and client needs.
And, on top of the listed elements, one of the maybe most inspiring for me (and especially emphasized by Peter Hawkins as a third function beside the formative and normative one – the Restoration).
To picture it in a best way I would just paraphrase the metaphor Peter Hawkins used to describe process with a client:
Supervision process is not just like a petrol station where you go to be refueled, but even better – finding a place that helps you create a solar panel on your heart, so you constantly tap into renewable energy in the midst of the work”.
Who can be supported through supervision?
I came to one of my biggest insights regarding this question. And that is the reason I’m not writing – about “Coaching supervision”. Although supervision was primarily introduced for therapists and in clinical/medical practice or social work, I feel it becomes more recognized and truly believe many professionals in organizational settings could benefit from this process. Besides coaches I think leaders/managers could feel great value, and in my opinion L&D professionals (as one of my niches) are definitely the profession I would like and plan to provide support to.
Differences from coaching/mentoring
Another one, for months hanging question: what is the true difference here? In my head puzzle pieces started to find their own places.
For me (and this is just based on my own experience in corporation, youth work and coaching) mentoring can be described from two aspects:
- mentoring younger, less experienced colleague, supporting him/her to grow and develop in their job position or towards a new one
- ICF mentoring aspiring coaches towards ICF credentials which means – observing their coaching (in real time or recording) and enabling space for discussion and their growth regarding ICF core competencies.
And – supervision is sooo much more (and the content below is extracted from different books I’ve been reading these months :)).
It is about supporting someone to:
- think about how they are taking care of themselves, recharge and resource
- discover when they are working at their best
- explore what the techniques and models they use say about themselves
- understand what is making them enjoy process, or trigger them in a work with the specific client
- examine what values and assumptions their practice is informed by
- answer the question: what tells us we are adding value
- develop ethical awareness (like exploring complex relations with several stakeholders)
- develop and play with different ways of reflection practice…
“The key to effective reflective learning is learning how to openly, honestly, compassionately and courageously inquire, examine, review, question, re-evaluate and own our experiences (our own feelings, thoughts, assumptions, behavior and actions within a situation) in order to learn, to reframe and to learn how to apply.”
And finally – exploring my new Supervisor identity 🙂
During the training I attended, one of the inspiring tasks was to picture how we see ourselves as supervisors in Miroboard. I wanted to share here my unique metaphor as one of the biggest things I’m taking in my mind.
Three different aspect could be seen in this picture:
- I envision myself as a supervisor like a turtle with a rocket on its back and rabbit’s ears. This metaphor captures my approach to supervision: slow and steady yet capable of rapid adaptation, observant, and always ready to listen carefully and attentively.
- It is also about helping another human being to slow down, stop and really experience reflection space. Shell and rocket also represent tools, techniques and models I’m equipped with and which enables me to be truly present and flexible, and question mark represents constant quriosity.
- The other aspect is the human head and arrows which talk about being open for constant two way communication also emphasizing importance of active listening – making someone’s brain work in a way to encourage self awareness and people feeling as a genius.
- And also, the third part – a photo of my daughter with plants on our balcony. Describes how I introduce my whole self, sometimes even sharing personal and opening up and improvising when needed. Planting the seed of curiosity in another person, too.
So, to conclude – for me, supervision is not just about providing some guidance; it’s about creating a supportive environment where both supervisor and supervisee can thrive, much like a turtle finds comfort in its shell while being equipped with a rocket to take off when and where necessary.
Literature and some names to explore
If anyone succeeded to get to the end of this post :D, and feels inspired to learn/explore more beside books I’ve read on the photo above, here are some recommendations:
- Become a member of these professional bodies and watch ICF complimentary webinars on supervision and EMCC on reflective practices
- Explore EMCC supervision competencies
- Read the Manifesto for Supervision
- Search for these names and follow their work: Peter Hawkins, Eve Turner, Jonathan Passmore, Stephen Palmer, Jo Searle, Michelle Lucas, Clare Beckett-McInroy, Caroline Beckett, Kirsten Dierolf, Svea van Der Hoorn.
With all this said I’m looking forward to applying for EMCC ESIA accreditation until the end of 2024. and in that way formalizing my learning, practice and reflections and showing I succeeded in answering to myself questions from the beginning of this post.
And, if you are interested in exchanging experiences, knowledge about these topics, hearing what I plan to read next or in having a supervision session with me, be free to contact me! 🙂
