If you’re coming to coaching supervision for the first time, you might be wondering what exactly is the difference between coaching supervision and coach mentoring? 

You might even be wondering whether there’s any difference at all or whether it’s all mere semantics.

Some coaching bodies, such as the International Coach Federation (ICF), require coach mentoring in order to achieve their professional credentials. 

Similarly, many coach-training schools will build a mentoring component into their requirements for completion of their course.  

By contrast, other professional bodies, such as the Association for Coaching, require coaching supervision, not mentoring,  to attain their credentials.  

So, are they actually looking for the same thing? 

The simple answer is, no! 

There are distinct and important differences between the two and in this article, I aim to clearly lay out the differences.

As I see it, there are fundamentally 5 main areas of difference between coaching supervision and coach mentoring: 

• Eligibility to provide the service
• Aims and remit of the work
• Approach to the work
• Duration of the work
• Working relationship

Before we look at these, however, let’s see what definitions already exist that might suggest the difference.

Existing Definitions of Coaching Supervision vs Coach Mentoring

The ICF, the world’s largest professional body for coaching, makes the distinction relatively clear.

It states that:

Mentor Coaching for an ICF Credential consists of coaching and feedback in a collaborative, appreciative and dialogued process based on an observed or recorded coaching session to increase the coach’s capability in coaching, in alignment with the ICF Core Competencies. Mentoring provides professional assistance in achieving and demonstrating the levels of coaching competency and capability demanded by the desired credential level.

https://coachfederation.org/mentor-coaching

For coaching supervision, the ICF states:

Coaching Supervision is a collaborative learning practice to continually build the capacity of the coach through reflective dialogue for the benefit of both coaches and clients.  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.

https://coachfederation.org/coaching-supervision

The European Mentoring & Coaching Council (EMCC) states that supervision is:

…the interaction that occurs when a mentor or coach brings their coaching or mentoring 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 mentor or coach, their clients and their organisations.

 

https://www.emccglobal.org/quality/supervision/definition/

Based on the above definitions, we can already start to see some differences in terms of what they set out to achieve and these will be explored in more detail through the five areas identified earlier.

5 Areas of Difference Between Coaching Supervision and Coach Mentoring

OK, so now it’s time to assess the 5 areas of difference between coaching supervision and coach mentoring I listed earlier.

1. Eligibility to provide the service

An interesting question, that points to deeper distinctions between the two activities, is around who can provide the service – who can be a coach mentor versus who can be a coach supervisor.

Coach Mentoring

The ICF has strict guidelines about who can provide coach mentoring. 

Without unpicking the somewhat byzantine specifics here, the criteria boil down to the requirement to hold a particular credential and to have a minimum level of experience working with the ICF’s own set of coaching competencies.  

In other words, it doesn’t matter how experienced the potential coach mentor might be in a general sense, if they are not ICF-credentialed themselves, they cannot provide another coach with the mentoring required to gain ICF credentials.

Like most forms of mentoring, there is an assumption that to be a mentor is to have walked a certain path before and to be able to offer clear guidance to the less experienced person to follow that same path.  

As we’ll see when we explore the differences in the remit of the work, this makes complete sense.

Coaching Supervision

So what about the coaching supervisor?  Do they need to meet the same stringent demands?

Well, yes and no.  They need to meet a different set of demands.  

Here, the requirement is not an attachment to a shared set of competencies or a particular organisation, such as the ICF, nor even to necessarily having more experience to guide a less experienced coach along a path.

Instead, the supervisor is expected to have trained in the particular art of coaching supervision.  

As the ICF points out:

Coaching Supervision is sufficiently different from coaching, so training to provide the knowledge and opportunity to practice Coaching Supervision skills is needed. As such, all Coaching Supervisors should receive Coaching Supervision training.

https://coachfederation.org/coaching-supervision

In supervision, the background of the supervisor, whether in coaching, therapy or something else, is far less important than their ability to offer a reflective space for the coach.  

Indeed, unlike the coach mentor who must work with a shared set of competencies and behaviours, a coaching supervisor’s effectiveness is often enhanced through difference – a difference in their assumptions, professional background, theoretical perspectives, modalities, training and even core competencies.  

The therapeutic supervisor, for instance, can create a powerful supervisory space for a coach without sharing the same coaching aims and behaviours.

But how can this be? 

How can someone from a different professional background, such as therapy, supervise a coach but not be able to mentor them?

Well, that all comes down to the aims and remit of the work.

2. The aims and remit of the work

The aims and remit of the work are where the crux of the difference between coach mentoring and coaching supervision really lies.

Coach Mentoring

We have seen how the ICF describes coach mentoring and we have seen that the criteria to be a mentor are very strict.  And there’s a good reason for that.

The purpose of coach mentoring is to help a coach reach and demonstrate a level of competence around a specific set of skills, assumptions, behaviours and values. 

As such, the mentor needs to know them inside out, be highly-competent in them and be able to identify where their coach-mentee may be missing the mark.

Coach mentoring is not about open-ended questions such as how a coach might approach their work, find their unique self as a coach or explore their personal challenges within their work. 

Rather, as already said, it’s about helping a coach meet a minimum standard against set criteria, usually to be able to be awarded a credential, qualification or accreditation.

I well remember this realisation striking home for me personally.  I had long received supervision, with its spacious exploration of my work, and so when I sought out mentoring to achieve a particular professional credential, I was surprised by its overtly limited remit. 

I had expected a form of supervision but was quickly made aware that the work would be solely about the extent to which my work met the set standards for gaining the level of credentials I was seeking.

In retrospect, it is obvious but, at the time, it felt strange, almost alien, to be so restricted in scope. However, the mentor was absolutely doing her job and was working in the way I needed rather than what I expected.

Coaching Supervision

The aims and remit of coaching supervision are significantly different from coach mentoring.

Unlike the relatively narrow focus of coach mentoring, with its key aim of meeting an agreed set of competencies, coaching supervision has a hugely expanded focus, enabling the exploration of anything that relates to the coach’s professional work.

The remit, in a nutshell, is the creation of a reflective practice that enables the coach to bring attention to themselves, their work, their clients and the system.

I have written previously about the definitions of coaching supervision and so I won’t repeat it. 

But I think it’s useful to remember the three-fold aims of coaching supervision as being formative, restorative and normative.

These three areas open up a vast landscape of enquiry and, arguably, a coach could undertake supervision for a very long time without looking at whether their coaching skills matches a predefined competency.

Though in practice, coaching supervisors will often ensure they understand the competencies within which a coach is working if only to ensure a more useful and informed conversation.

Ultimately, the remit of coaching supervision is the welfare of both the coach and their clients, the effectiveness of the coaching and the maintenance of professional standards.

For instance, bringing awareness to where a coach might be straying outside of their competence into more therapeutic work.

3. Approach to the work

Of course, the aims and remit of these two disciplines also shape how the work itself is done.

Coach Mentoring

Since the coach mentoring process focuses primarily on supporting a coach to meet minimum standards against an agreed set of behavioural criteria, the approach is generally around identifying where development needs to happen.

And whilst coach mentoring is typically both appreciative and dialogic, it nonetheless cannot shrink from helping a coach to see where parts of their work are not meeting expectations.  

This leads to much of the work being based around live or recorded coaching sessions with analysis between the coach and mentor around strengths and areas of personal development. 

The coaching mentor is likely to point out ways the coach can more effectively or clearly meet the criteria.  This can sometimes lead it to feel more formulaic and restrictive. 

Indeed, in my own personal experience, even at the higher credential levels, there are moments of “game-playing” in order to be seen to meet the criteria of assessment whilst all the time knowing that this is not a behaviour that will stick in the long term. 

Therein, I would suggest, lies a weakness of the mentoring approach and the potentially-restrictive nature of external criteria.

Coaching Supervision

The approach in coaching supervision, based on its aims and remit, is more diverse. 

Like coaching itself, it is fundamentally a relationship that fosters personal reflection.  This allows many more and wider approaches.

Live coaching and recorded sessions can be used in supervision, though more often for less experienced coaches. But they are typically treated as launchpads for wider conversations rather than meeting agreed criteria. 

The conversation could equally explore how the coach was left feeling, what influences were shaping the coaching, the nature of the relationship between coach and client, the choice of coaching approach and even how the supervisor experienced the session.

In most cases though, there is no recording or live session and, instead, the coach and supervisor explore what the coach wishes to bring.  This could be a challenge with a client, a pattern of behaviour they’ve noticed in themselves, a general ennui with their work, questions around who they are as a coach and much, much more.

Again, like coaching, there are many ways the coaching supervision may then engage in this dialogue.  They may bring specific theoretical lenses to their work, for instance as an existential, gestalt, solution-focused or psychodynamic supervisor.  Likewise, they may use creative processes, role-play, somatic response or physical movement. 

In other words, whilst there are typically some common traits in supervision, such as socratic dialogue, informative interventions and reflective self-disclosure, there are many ways in which this could unfold, uninhibited as supervision by specific behaviours that must be met.

Indeed, its richness and diversity of practice is precisely why training is vital to bring out the essential qualities around the formative, restorative and normative functions.

4. Duration of the work

Another area of difference can be found in the duration of the work which can be summarised as fixed, short term and open-ended long term.

Coach Mentoring

With its focus on meeting minimum standards of agreed criteria, coach mentoring is typically of a fixed length and fairly short term.

For example, the ICF requires 10 hours of coach mentoring over a minimum of 5 months as part of the criteria to gain their credentials. 

Once achieved, this mentoring won’t be needed again until the next level of credentials is sought and an appropriately qualified mentor is found.

Coaching Supervision

By stark contrast, coaching supervision is of no fixed-duration and is typically undertaken through the professional life of the coach.

Indeed, recognised the vital importance of coaching supervision, the ICF state:

ICF supports Coaching Supervision for professional coach practitioners as part of their portfolio of continuing professional development (CPD) activities designed to keep them fit for purpose.

https://coachfederation.org/coaching-supervision

A coaching supervision relationship could last for many years and the guide to its lifespan is its ongoing usefulness and the extent to which the supervisor is still able to challenge and bring newness to the coach over a long period of time.

5. The working relationship

The final difference between coach mentoring and coaching supervision is the nature of the relationship. 

Whilst both are based on adult learning principles, and the coach in both cases has chosen to receive the support, there is nonetheless a clear difference in the underpinning coaching relationship.

Coach Mentoring

In coach mentoring, the mentor is by definition someone who has more experience and has walked the specific path before and can clearly and confidently guide the less experienced coach in where they need to change and develop.

This is not to say that the relationship is one of master and apprentice nor is it authoritarian.  But it is predicated on the mentor knowing what is needed and having the expertise to advise, even to teach, the coach specifically how to meet required behaviours and skills.

Coaching Supervision

Coaching supervision is essentially a relationship of equals.  The coaching supervisor is not necessarily superior to the coach in expertise or experience, even though this is often the case. 

Instead, this is about a relationship of exploration, uncovering and reflection.  The supervisor is not “senior” but someone who can resonate with the human response throughout the system and who can use themselves as an instrument to bring out greater awareness of self, system and practice.

READ MORE: 7 Reasons Coaches Find Coaching Supervision Invaluable

Conclusion

If you’ve read to this point, I hope you feel clearer now on the difference between coaching supervision and coach mentoring.

Both are valuable and necessary. But they serve different purposes. 

The critical issue is for the coach to know what they need and for the mentor or supervisor to help the coach express this to ensure there is a good fit. 

A coach seeking to meet specific criteria but receiving more open-ended supervision is unlikely to get what they need. 

But equally, a coach seeking a wider perspective on their coaching and developing a greater sense of self will be ill-served by coach mentoring. 

If you’re interested in becoming a coaching supervisor, you can check out our coaching supervision training courses.

If you’re looking to become a coaching supervisor, you’ll need to choose a good training course.

Just as you did when you first trained as a coach, you will want to ensure it not only delivers the skills and knowledge you need but also gives you the right accreditation, support and community.

However, entering a new profession, even if one closely associated with your existing one of coaching, can prove daunting.  The accreditations are different, the core building blocks of knowledge and skills new, and,most probably, the methods of delivery have changed since your early coach training.

In this short and to-the-point article, we aim to lay out the key elements that you need to look out for, clarifying the coaching supervision training field so that you can make an informed decision about where to train.

We will cover:

• Accreditation 
• Curriculum and content
• Client work
• In-Person or virtual learning
• Faculty
• Entry requirements
• Peer group and networking opportunities
• Duration
• Cost

In each case, we will also briefly describe the ICCS details of the element under discussion..

Accreditation 

Just as with coaching, it is essential to select an accredited programme to ensure that the training meets the profession’s high standards and that your certification will be recognised by clients and coaching bodies post-completion.

Whilst coaching accreditation is dominated by the International Coaching Federation (ICF), they are far less present in the field of coaching supervision.  Indeed, they have yet to recognise supervision training as a distinct discipline and only provide Continuing Coach Education related to coaching skills and credentials.

Instead, the main accrediting body in the coaching supervision field is the European Mentoring and Coaching Council which provides accreditation of training in the form of the European Supervision Quality Award (ESQA).

It would be fair to say that the ESQA is the gold standard for coaching supervision accreditation and we would recommend that whatever course you choose, you ensure that it has this stamp of quality.

That said, in recent years, the Association of Coaching has also launched its own accreditation scheme for coaching supervision training. 

Accreditation of the ICCS coaching supervision course

We chose to have our course accredited by all three of the accrediting associations and we are one of only two to have done so.

Our course is both EMCC ESQA and AC ADCST.

In addition, recognising that many experienced coaches who choose to become coaching supervisors are also ICF credentialed, our course is accredited for the maximum number of CCE hours that any single course can obtain from the ICF.

2. Look for accreditation from recognised bodies such as the International Coach Federation (ICF), European Mentoring and Coaching Council (EMCC), or Association for Coaching (AC).

Curriculum and Content

It is beyond the scope of an article like this to go into the minutiae of what a course should or could cover, but we can lay out the key elements that we believe must be covered. 

These would be:

• The 3 core functions of coaching supervision (normative, formative, restorative)
• Intervention styles (for instance Heron’s 6 Categories)
• The 7 Eyed Model of Supervision
• Ethics and ethical maturity
• Psychodynamic aspects of supervision and coaching
• Psychological and theoretical perspectives on coaching to work with coaches from multiple stances
• Group supervision – theoretical and practical
• Contracting and the supervisory relationship
• Navigating difference and cross-cultural supervision

There may, of course, be many other areas beyond this, but we believe these are the critical cornerstones that will allow a coach to stretch beyond merely coaching  the coach to supervising  the coach.

Review the programme’s curriculum to ensure it covers key components of effective coaching supervision, including ethical considerations, reflective practice, and skill development.

The best programmes offer a balance between theoretical knowledge and practical application, providing opportunities to practice coaching supervision skills through role-plays, case studies, and supervised practice sessions.

The ICCS Curriculum

It would take too long to cover the ICCS curriculum here but suffice to say it covers all these areas and more.  You can find the full course breakdown on our Diploma in Coaching Supervision page.

Client Work

A critical component of becoming a coaching supervisor is gaining real-life experience.

Unlike some field of knowledge, supervision is not something that can be learned and mastered from a book or by listening to a trainer.

It must be practised.

Be sure that any course you choose requires a certain amount of real-life (that is to say,  not in the training room) supervision practice with clients.

The ICCS Practice Requirements

Recognising that supervision is something that happens less frequently than coaching, and thus can be slower to build experience in, we ask our participants to complete 25 hours of coaching supervision experience.

This then averages out as about 3 hours a month over the 8 months which is more than realistic to accomplish yet provides enough real-life experience to gain the necessary skills.

In-Person or Virtual

It is likely that most coaches, with the level of experience needed to become a coaching supervisor, would have undertaken their coach training in person.

Times have changed, of course, and now it is more likely that any training you do will be online.

This is even more so the case with coaching supervision given its international appeal and the fact that its rarefied level of experience means schools like ICCS attract highly-experienced coaches from across the world as students.

Thus, a critical first question to answer for yourself is whether you wish to train in person or online.

In-person courses are less common now and the state of online learning through Zoom is so normal that participants enjoy a fully immersive experience without having to travel long distances and stay in expensive hotels.  This is even more important for international participants, the majority of whom never had access to supervision training in their own country.

Of course, in-person has certain interpersonal advantages – the chats over coffee, the more visceral human experience during a practice session, and so on – but many schools now find ways to create similar atmospheres in their online courses.

Ultimately, of course, this is a matter of preference, and availability, for you.

The ICCS Virtual Approach

Although our course originally started as an in-person course in 2016, we had the advantage of rebuilding the course from scratch in 2020 since we’d taken a two year hiatus from 2018.

This meant that instead of simply taking an existing structure online we designed it to be native to  the virtual environment with more but shorter sessions to avoid screen burnout and to allow for more focused learning on specific themes.

Our course involves 20 sessions of 3.5 hours, 5 smaller Reflective Practice Groups, and one to one mentoring, all delivered virtually.

We have found the timing and frequency to work brilliantly to maintain momentum in shorter bursts rather than multiple days of heavy with large gaps between modules.

You can find the full course breakdown on our Diploma in Coaching Supervision page.

Faculty

The next thing to look for in the course is the quality of the faculty.

Thankfully, the coaching supervision field is not one in which you can fake it! In the early days of coaching, very inexperienced coaches (qualified or not) would set up their own training.

This doesn’t work in coaching supervision where experience is a critical component.

The distinction one might look for in a faculty teaching coaching supervision then is more around current practical experience versus legacy experience.

We believe that it is important that those training coaching supervision are still active in the field. Indeed, it is why our own founder, Nick Bolton, no longer teaches on the programme since he “retired” from active coaching and supervision practice some years ago to focus on growing his group of schools.  

Our approach is to bring in active experts who are facing  the reality of the work as it is today with all the changes our professions are going through.

Of course, they must be qualified coaching supervisors and coaches but, quite frankly, this really should go without saying.

The ICCS Faculty

Each of our faculty is active and supervising and coaching multiple clients personally, within organisation or both.

We enjoy of a mix of corporate and executive coaches, personal coaches and therapist coaches, each of whom bring their unique experience to the learning,

See you full faculty here.

Entry requirements

An interesting area to explore when choosing a coaching supervision course is the level of experience required to join the programme.

In recent months, we have had several conversations with highly-experienced coaches who were asked about the experience level of the other participants.

This is understandable.  With the best will in the world, a coach with 2000+ hours of experience wants to be mixing with coaches of a similar experience not due to unwarranted judgment but simply because of the quality and depth of the discussions that are likely to ensue.

Some renowned coaching supervision courses only require 100 hours of coaching experience which is barely enough to become ACC with the ICF.  As much as we don’t want to promote exclusivity for its own sake, we do believe that the supervision profession must be served by us as trainers.  We act, for good or bad, as gatekeepers to the profession and we believe that the entry requirement should see that a coach has sufficient experience to really work in a supervisory capacity.

Other aspects to consider is whether you will need to be part of a professional association, the nature of the coaching qualification you undertook and any specifications for CPD you have taken.

It is essential to evaluate these criteria and determine if the programme aligns with your current qualifications and experience.

The ICCS Entry Requirement

When it comes to the experience level to become a coaching supervisor, we recognise that any number is always going to be arbitrary.

That said, it is vital the school has a criteria.

For us that number is 500 hours.

Some may argue that it should be higher, some lower.  

Indeed, we are flexible on this to a degree, especially when the coach who wishes to become a coaching supervisor has a clear and compelling reason to do so and a context in which they can do the work. In those cases, we consider we would be doing a disservice to not allow them to train with us.

Beyond this, we deal with applicants on a case by case basis when it comes to their coaching qualifications – often experienced coaches started their coaching before full courses were even developed.

We do not require coaches to be members of professional associations.

Peer group and networking opportunities

An often forgotten aspect of joining a course is the extent to which you will engage with and connect to your peers in that community.

We believe this is a vital part of any learning and, indeed, this seems to be born out by evidence given the poor completion rate of online learning undertaken by an individual in their own time and by themselves.

Of course, any live training programme will likely involve you learning with a group (unless it is done in a webinar format, but this is improbable in the coaching supervision field).

However, beyond the formal training, we would recommend you choose a programme that offers peer networking opportunities to help stay motivated and connected to your choice to become a coaching supervisor.  This may include a community of practice, additional learning opportunities, post-qualification supervision and so on.

The ICCS Community Network

Community has always been a part of how we run our training and it is no different with the Diploma in Coaching Supervision.

After joining our programme, you will immediately join our ICCS Community where we offer additional free workshops and lifelong supervision as well as a forum to get to know one another.

Duration

Most coaching supervision courses will last somewhere between 6 to 12 months and we believe this is a reasonable time frame to learn and develop the skills you need to a level of competence that can be certified.

We have heard of courses that are a day or two long but these do not lead to accreditation or any kind of certification beyond, perhaps, CPD status.

Whatever you do, be sure that the course you join is long enough to embed the skills at depth.  Supervision is a practical, relational skill rather than merely a theoretical one that can be learned quickly.

The ICCS Duration

We have designed our course across 8 months with a qualification time frame of one year.  This allows plenty of time to gain the necessary skills and experience without leaving it open-ended with the consequent drift and never-ending nature of the qualification that can result from this.

Course Cost

This is an easy one – well, in theory!

What does the course cost, can you afford it and does it offer you the value you require for that fee.

If the course is virtual then the costs will be the course plus and reading material.

If the course is in-person,  you might need to factor in additional expenses, such as travel, accommodation, and even time of work.

In the end, this one is down to you and what feels OK for you.  A high-price course is not necessarily better but a low price course is not necessarily good! Weigh up the benefits looking at all the factors above.

The ICCS Cost

You can find the course fee on our Diploma in Coaching Supervision page.

Researching Your Course

Here are a few steps you can take when researching your course option.

1. Research multiple programmes to ensure that you have a comprehensive understanding of the available options.
2. Gather information from various sources, such as online resources, reviews, and recommendations from your professional network.
3. Attend information sessions and webinars to learn more about the programme’s offerings and ask any questions you may have.
4. Have a conversation with a course consultant, or equivalent, from each school and see who resonates with you.
5. Reach out to programme alumni to gather feedback on their experiences and the overall effectiveness of the training.

Conclusion

Selecting the right coaching supervision training course is a critical decision that can significantly impact your professional growth and success. 

By considering the factors discussed in this article, you can make an informed choice that will lead to a rewarding and fulfilling career in coaching supervision. 

Keep in mind that investing in a quality coaching supervision training programme can yield long-term benefits and help you become a more effective and well-rounded supervisor. 

With the right training, you will be well-equipped to support other coaches in their development and contribute to the overall advancement of the coaching profession.

Whether you choose ICCS or another coaching supervision school, we wish you well on your new journey.

Stepping up to the role of a coaching supervisor can represent a significant professional advancement for an experienced coach.

However, as well as feelings of excitement and possibility, it can also trigger a range of questions and doubts. 

Having spoken to many coaches who are exploring this step, I’ve noticed how many of these questions are less about supervision training, and are rather more about the coach themselves.

Self-doubt and anxiety over readiness to be a supervisor is common, as is the fear of whether the training will be “worth it”, and whether they will have time to do it justice.  

These types of concerns are personal and subjective, and so there are no clear answers.  

However, in a bid to help you head these questions off at the pass, I’ve summarised some of the most common concerns I hear, sharing my own perspective on them as I go.

Ultimately, of course, you will need to come to your own resolution but I hope these thoughts will help you to make that decision.

In no particular order, I have identified 10 common topics.

Let’s take a look at them.

Who am I to be a coaching supervisor? 

The thought, “Who am I to be a coaching supervisor?” is a common concern reflecting a certain level of, “impostor syndrome”. 

It may originate from doubting one’s worthiness and abilities, and can often feel as if you’re stepping into shoes far too large to fill. 

You may worry about how you’ll supervise others when you’re still learning yourself.  You might feel as though you’re faking it. 

Caught between the awareness of your undeniable expertise and a self-deprecating voice that questions your right to be in a position of authority and guidance, you can’t work out whether you’re really ready to become a coaching supervisor.

Perhaps rather than asking, “Who am I to be a coaching supervisor?”, you could reframe the question to, “Why shouldn’t I be a coaching supervisor?”. 

Consider your journey, the expertise you’ve gained, and the unique perspectives you bring to the table. Understand that everyone, no matter their position, is continually learning and growing. Remember, it’s not about being the ‘ultimate’ expert but about facilitating a process of discovery and learning for others. 

You could also ask, “Who am I not to be a coaching supervisor?”. 

Reflect on the value you can offer from your experiences and knowledge. Think of the positive impact you could have on your supervisees. You have earned your place through hard work, dedication, and an ongoing commitment to your profession. 

Your transition to a coaching supervisor is a testament to your growth and a step towards sharing your wisdom and insights with others more widely.

Am I good enough?

Related to impostor syndrome, but perhaps more focused on perceptions of competence and skills is the question, “Am I good enough? 

This, it seems to me, often arises from a fear of not matching the perceived high standards of the supervisory role. 

As a coach, you may have created an image of the ideal supervisor as someone with absolute expertise and no room for error or lack of learning. 

This image can make you underestimate your capabilities and overestimate the requirements of the role, leaving you doubting your competence. 

You may forget that even the most seasoned supervisors started from the same place you are at now, uncertain yet eager to grow.

Firstly, it’s essential to address the misconception about the ‘perfect’ supervisor. Supervision, like coaching, is a journey rather than a destination. 

Instead of asking “Am I good enough?”, ask “Am I willing to grow?”. 

Supervision involves a continuous learning process where every experience, success, or setback is an opportunity to evolve your approach and broaden your perspective. 

Secondly, acknowledge that every supervisor brings something unique to their role through their distinct experiences and insights. Consider the question, “What unique skills, experience and perspectives do I bring to this role?”. 

Celebrate your individuality and remember that being a great supervisor doesn’t mean knowing it all but facilitating an environment of shared learning, growth, and mutual respect.

How will my colleagues respond?

The thought, “How will my colleagues respond?” is an understandable worry when considering a transition to a supervisory role. It’s natural to wonder how this shift might affect your relationship with your peers. The potential for perceived hierarchy or power imbalance may cause some concern, and you may fear being alienated or judged by your colleagues.

Firstly, understand that these fears largely stem from our imagination. 

Remember, everyone is primarily focused on their own professional journey, just like you. 

Instead of worrying about, “How will my colleagues respond?”, ask yourself, “Why am I allowing the potential reactions of others to impact my career decisions?”. 

Your transition to supervision should be based on your personal and professional growth aspirations, not the potential reactions of others.

Secondly, it’s important to communicate your motivations for moving into supervision to your colleagues. 

You can demystify the role and explain that supervision is not about exerting power or authority, but a different set of skills focused on enhancing the quality of coaching. 

This might not only clear up any misconceptions but also offer them a different perspective on the role of a supervisor.

Lastly, instead of anticipating a negative response, consider, “How might my transition inspire my colleagues?”. 

Your move into supervision might inspire others to explore their potential and consider paths they hadn’t thought of. 

Your courage to step up could be the nudge others need to push their boundaries.

Will I be able to get clients for supervision?

When contemplating the transition to a supervisor role, a common concern is “Will I be able to get clients for supervision?”. 

This worry often comes from the uncertainty of stepping into a new area and the fear of starting from scratch. You might fear that your coaching clients may not translate into supervision clients, or that your skillset may not attract the clientele you need.  And indeed, it is quite true that you will probably be “targeting” a different client group unless you already work with coaches.

Here you could ask yourself, “How did I attract my coaching clients?”. 

The process of acquiring clients for supervision will share many similarities with that for coaching. It’s about identifying the needs of potential clients, demonstrating the value you bring to their journey, and building a relationship based on trust and respect. 

Remember, you have successfully done this before.

Secondly, you might explore the question, “How can my existing network support my transition?”. 

Perhaps some of your current coaching clients or colleagues could be interested in or benefit from supervision. Use your existing network as a springboard to introduce your new services. Even if they don’t need supervision themselves, they might know coaches who do.

Lastly, for those transitioning to internal supervision roles within an organisation, client acquisition is not a concern. 

Instead, consider “How can I demonstrate my value as a supervisor within my organisation?”. Focus on enhancing your skills and delivering the best possible service to solidify your position and reputation within your workplace.

How can I be different from every other supervisor?

Another question that can create doubt in the mind of someone considering becoming a coaching supervisor, is, “How can I be different from every other supervisor?”. 

This query reveals a desire to stand out and make a unique contribution in your new role, and a fear of being ‘just another’ supervisor.

First, ask yourself, “What unique qualities do I bring to my practice?”. 

Every individual brings a unique set of experiences, perspectives, and skills to their work, creating a personal approach that differentiates them from others. Embrace these qualities, as they provide a unique flavour to your supervision style.

The reality is that you ARE different.  You just have to figure out which part of your difference is relevant to how you stand out.  Is it your manner, your experience, your psychological background, your expertise? Is it a combination?  

One thing I can be sure of: you ARE different.

Second, consider, “How can I speak about who I am as a coaching supervisor in my own way?”. 

Many new supervisors naturally adopt the language of the profession and use it as a shorthand for the ideas that matter to them.  How might you create your own language, your own message, your own descriptions and definitions?

Lastly, it’s essential to remember that your role as a supervisor isn’t about being different for the sake of being different, but about offering the best support and guidance you can. 

So rather than focusing solely on what makes you different, ask, “How can I continually improve the value I provide as a supervisor?”. It is by focusing on this value that you will naturally distinguish yourself.

What if I’m no good at supervision?

As with any new undertaking, the fear of inadequacy is common. 

You may find yourself questioning, “What if I’m no good at supervision?”. 

This is a legitimate concern, given the commitment required to train and the potential impact on your professional trajectory. You might worry that your skills in coaching may not translate effectively into a supervisory role.

Firstly, remember that coaching and supervision, while distinct, are fundamentally built upon the same skills. 

Reframe the question as, “How can my coaching skills be leveraged in a supervisory context?”. 

Reflect on the strengths you have demonstrated as a coach. Active listening, empathetic understanding, insightful questioning, and feedback provision are all skills that serve both roles. 

Secondly, consider your initial journey into coaching. 

At the outset, you likely felt unskilled and uncertain – a phase termed conscious incompetence in the model of learning stages. However, with time, practice, and commitment, you moved into conscious competence and possibly eventually unconscious competence, where you now apply your skills almost effortlessly. 

Just as you mastered coaching, so too can you master supervision with patience, practice, and the willingness to learn.

Finally, instead of worrying about potentially being no good, ask yourself, “How can I enjoy the journey of learning to become a coaching supervisor?”. 

Is it worth it to train as a supervisor?

The question, “Is it worth it to train as a supervisor?” is a practical concern given the commitment of time, effort, finances and resources involved in training. 

You might wonder if the additional training is necessary, given that you’re already an experienced coach, or if the benefits of the training justify the investment.

Firstly, understand that coaching supervision, while based on coaching, involves mastering specific skills that relate specifically to supervision. 

Supervision goes beyond merely ‘coaching the coach’ to include elements like quality control, ethical guidance, and professional development. Hence, specific training is required to prepare for these unique demands.

A more practical question, then, is “How will the training enhance my capability to effectively supervise other coaches?”. 

Secondly, in an industry where the focus on accreditation is increasing, having formal training as a supervisor can significantly enhance your credibility – indeed, it is likely to be a prerequisite given the direction of travel of the professional associations. 

Lastly, perhaps you see training as a journey of growth, rather than just a means to an end. 

In which case you might consider, “How can this journey enrich me as a professional and as an individual?”. 

Embrace the joy of learning, the deepening of your skills, and the broadening of your perspectives that this training offers. 

Training to be a supervisor is not just about the destination; it’s also about the richness of the journey.

What am I really going to learn that I don’t already know?

Another question that emerges and relates to the last is, “What am I really going to learn that I don’t already know?”. 

You may feel that your extensive experience and knowledge as a coach is sufficient and wonder what additional insights training could possibly offer.

Firstly, it’s important to appreciate the shift in perspective that supervision demands. Most significantly, it introduces a systemic and ethical lens, requiring you to pay attention to the broader coaching system, beyond just the client. You’ll need to consider the dynamics and interrelationships within the system, including the organisation, stakeholders, and wider societal contexts. A useful exploration is , “How can training expand my understanding of the coaching system?”.

Secondly, as a supervisor, you are no longer a facilitator of someone’s thinking as you when coaching. 

Instead, you’ll be called upon to use your full range of expertise, experience, and authority. This might include direct feedback and challenge, offering insights and sharing personal experiences where appropriate. It’s a nuanced shift from your role as a coach and one that can significantly impact the effectiveness of your supervision. Ask, “How can training help me balance facilitation with a more directive approach when needed?”.

Lastly, remember that learning is a lifelong process. Even with your rich experience, there’s always more to discover. 

Consider, “How can training enrich my practice and open up new areas of knowledge and skills?”. Embrace the possibility of growth that training presents, as it can lead to unexpected and rewarding outcomes.

Can I give it the time that’s needed?

The question, “Can I give it the time that’s needed?” is a common worry for those considering training as a supervisor. 

This arises from the understanding that the process will require a significant investment of time for training, practising new skills, and serving clients in a new capacity.

All this is true but it can be surprisingly simple to factor this time across the length of a training course. For instance, our Diploma in Coaching Supervision requires around 160 hours of work including the live training sessions, reflective practice groups, supervision of clients, reading and reflective practice.  That’s 20 hours per month, 5 per week or 1 per day with the weekend off! 

Seen like this,it can suddenly feel more manageable.

Another way to think about it is, “How can I manage my time effectively to accommodate this new commitment?”. Time management and prioritisation are key skills for any professional, and this could be a great opportunity to reassess your current time commitments and productivity strategies. Reflect on how you’ve successfully managed your time in the past when faced with new challenges or commitments.

Secondly, instead of viewing the time required as a cost, consider it an investment. Ask yourself, “How will this time investment enhance my professional growth and opportunities in the long term?”. Remember that the time you dedicate now lays the foundation for a whole new avenue in your career.

What will the long-term outcomes and benefits be?

Finally, when considering training to become a coaching supervisor, the question, “What will the long-term outcomes and benefits be?” is likely to arise. 

This question reflects uncertainty about what the future holds and how becoming a supervisor might impact your career trajectory. You may wonder whether it will become a significant part of your business, a minor add-on, primarily serve your personal and professional growth, or something else.

Firstly, it’s perfectly acceptable not to have a clear-cut vision for how supervision will fit into your professional life right from the start. 

Rather than asking about definitive outcomes, you might ask, “Am I open to exploring where this journey takes me?”. Cultivating an attitude of curiosity and openness can be extremely valuable, and the path you ultimately take may surprise you.

Secondly, consider, “What do I hope to gain from this new role, regardless of its impact on my practice?”. Regardless of whether supervision becomes a significant part of your business or a smaller adjunct, it can bring a wealth of benefits, including personal growth, skill enhancement, and the satisfaction of facilitating other coaches’ development.

Finally, while a concrete plan can be useful, it’s not vital when you’re starting. What’s more important is your desire to become a supervisor and your commitment to the process. 

So instead of focusing on specific outcomes, ask yourself, “Am I ready to embark on this journey, with all the learning and growth it promises, and see where it leads me?”. 

Remember, sometimes the most rewarding paths in life are those we couldn’t have planned for.

Conclusion

Embarking on the journey to becoming a coaching supervisor can indeed feel daunting, fraught with self-doubt and myriad questions. 

These concerns are not only normal but are indicative of the deep commitment and care you carry for your profession. They reflect your desire to make a positive impact and your respect for the challenges this transition can entail.

Remember that with every new endeavour comes uncertainty and a period of growth. 

Yet, it’s through these experiences that we stretch our abilities, broaden our understanding, and ultimately evolve both professionally and personally. You’ve done it before in your journey to becoming an accomplished coach, and you have what it takes to do it again.

As a coach, you’ve witnessed the transformative power of coaching in the lives of your clients. Now, imagine amplifying that impact by supporting other coaches in their professional journey. 

You have an opportunity to contribute to the coaching profession in a whole new way, enhancing its quality, integrity, and impact. 

Embrace the journey with openness and curiosity, celebrate the growth it promises, and trust in your ability to navigate it. 

Your experience as a coach, your dedication to your craft, and your resilience are all assets that will serve you well as you embark on this exciting new path. 

You’ve got this, and the coaching community is ready to support you every step of the way.

Professional ethics and ethical behaviour are critical aspects of any profession and coaching  is no different.

Supervision provides a vital space to explore ethics in all its forms and, in this article, I will examine how ethics and ethical considerations form a key piece of the supervision jigsaw. 

Along with a brief exploration of coaching ethics in general, I will describe Michael Carroll’s Ethical Maturity Model as well as introducing my own framework for engaging in ethics-focused conversations, the IIS-IIS Model.

However, despite the two models, this is not intended as an instructional article but rather as food for thought on how coaching supervisors can think about, and work with, ethics in coaching.

Background To Coaching Ethics

Ethical frameworks for coaching were introduced early in the growth of the profession and a broad consensus soon emerged between the professional associations around what it meant to be an ethical coach.  

We take much of this for granted nowadays when we talk about confidentiality, clear boundaries, and so on.

However, ethics are not static. They do not reside in formalised statements of intent.  

Instead, they are lived out in the day to day behaviours of individuals as they confront the realities of their work.

Nor is it as simple as just applying the “rules” and ticking ethical boxes.  Ethics is complex, multifaceted and, most often, ambiguous.  

Ethical issues are not only often ambiguous in nature but often hide from awareness. Many coaches are not even aware of an ethical issue until it emerges in the supervision space.

This is why coaching supervision can be so vital to helping coaches maintain ethical practice.

Ethics is one of the most fascinating areas of coaching supervision, but it is also one of the most challenging.  

One reason for this is that discussions of ethics can lead a supervisor to fear damaging the relationship or coming across as judgemental if they disagree with the supervisee’s choices.  In turn, the coach may find themselves reluctant to share what’s really going on for fear of being judged, “scolded” or even reported.

None of this should be the case but the risk of relational rupture is indeed often considerably higher when confronting ethical issues, tied up as they are in our values and beliefs, than when dealing with more practical challenges, such as planning coaching interventions.

That’s why I believe it is so important for coaches and coaching supervisors alike to think about what ethics means to themselves and how they can explore ethics with an open and curious mind.

Two Levels of Ethics

When discussing ethics, we can usefully talk of two levels of ethics which demand markedly different levels of self-awareness, reflection and action.

Ethical Norms of the Profession

The first is what we might call, “the standards of the profession” or the accepted norms.  

These are behaviours and practices that can be expected of all coaches and which are relatively clear and straightforward.  

They are typically captured in the codes of conduct of professional associations and they lay out the foundations for the profession. 

They relate to such areas as contracting, confidentiality, relationship boundaries, financial and legal procedures and so on.

Ethical Dilemmas

The second area is often referred to as “ethical dilemmas”.  

Here, there are no black and white answers, no unambiguous pathways, no rules that dictate a clear response by the coach.  

Instead, the coach must navigate the issue based on their best thinking, intuition and felt sense.  The supervisor must do likewise when this is explored in supervision.

In such cases, codes of conduct do little to help provide a way forward.  Indeed, they are often part of the problem in that the code may suggest one response whilst true regard for the individual may suggest another.

The Ethical Domain of Supervision

It probably goes without saying that supervision typically deals with the latter of these two – ethical dilemmas. 

Coaches seldom need to be reminded of the baseline ethical expectations of their role.  

This is not to say that coaches are immune from breaking these codes and, as we see shortly, there are times when a supervisor may need to remind a coach of their responsibilities and help them acknowledge deliberate or unconscious unethical behaviour.

That said, supervision is more usually focused on the grey areas where coaches have perhaps not even seen the ethical issue or, if they have, are unsure of how to deal with it. 

Let’s take a brief look at the question of professional standards and then we’ll move on to the more complex area of ethical dilemmas.

Ethical Standards of the Profession

Codes of Conduct

Professional codes of ethics and conduct, such as those provided by the International Coach Federation (ICF) and the European Mentoring and Coaching Council (EMCC), serve as a foundation for ethical practice in coaching. 

These guidelines lay out the norms of the profession including principles such as confidentiality, autonomy, honesty, non-maleficence, and beneficence to ensure that coaching is conducted responsibly and ethically.

These are useful for establishing the non-negotiables of coaching and allowing all concerned, including clients, to know what they can expect from the coach.

I won’t go into the content of such codes here since they are easy to access from the relevant professional associations.

Instead, I want to explore the role of coaching supervision when these ethical norms are not met.

The Consensual Nature of Coaching Ethics

Let’s first acknowledge that coaching is not a regulated profession. 

As such, any coach that submits to a code of conduct is doing so voluntarily either because they truly believe it is right or because they want the badge of credibility provided by the association it relates to.

Either way, this means that all ethical discussions are fundamentally collaborative and consensual rather than predicated on authority. Other than illegality,  there is no immutable consequence for behaving unethically.

There may, of course, be contractual issues within a particular context (for instance, within an organisation) that would more strictly govern a coach’s behaviour and have clear consequences – but in a general sense, a coach chooses to adhere to an ethical framework.

I say this to recognise that ethics in coaching is not governed by the power of consequence but by a desire on the part of  the coach to be the best they can be.  That will be critical in how a supervisor addresses ethical challenges.

We can add too that a coach in supervision is typically committed to bettering their practice both in terms of skill but also in terms of ethics and professionalism.  This makes a collaborative approach far more effective than if the coach were in supervision by compulsion.

Breaching the Professional Code of Conduct

What can be done when a coach does not follow a code of conduct or the broadly accepted standards of the profession?

Whilst this is not common in supervision, it is also not unknown.

Coaches are humans and sometimes their own human needs can consciously or unconsciously supersede the code of conduct to which they subscribe..

This may relate to any number of issues including:

• Discussing a stressful coaching situation with a friend or colleague as way to vent but thereby breaking confidentiality
• Not giving their best to a client due to some animosity
• Acting upon a sexual attraction for the client
• Colluding with the client against a third party (such as a manager) due to a shared issue
• Turning up late to client sessions because the coach has personal issues but hasn’t addressed their impact
• And so on.

These are not ethical dilemmas in any meaningful sense. There are no grey areas here.  The coach needs to change their behaviour in some clear way but has not yet done so.

Degenerate and Perverse Interventions

John Heron, in Helping the Client, usefully describes what he calls Degenerate and Perverse versions of interventions and distinguishes what might drive a certain behaviour.

The Degenerate type of action is one that comes from a good place but which is damaging. For instance, perhaps the coach thinks that by colluding with the client against the third party with whom they share an issue, they may make a difference.  And indeed, perhaps they will, but it is no longer coaching.

The Perverse type of action is done for the benefit of the coach themselves. This may be unconscious or conscious but either way the real intent is for the coach’s benefit whether that be their sexual gratification, gaining a sense of control, acting out an unconscious desire to punish the client, and so on.

Again, it is relatively rare that these standards of coaching are overtly contravened yet, as a supervisor, I have experienced it frequently enough not to assume that coaches will naturally follow the code of ethics.

The Options for Working with a Failure to Adhere to the Norms

As mentioned, coaches voluntarily follow a code of ethics. As such, it is useful to acknowledge our limitations in enforcing any kind of standard.  

Instead, our role as supervisors is to engage in a dialogue and, ideally, find consensus around the issue.

When the supervisor perceives a coach to be acting unethically against the very core standards of the profession, there is a certain logical flow to the questions we might ask ourselves and the coach.

Are they aware?

When a coach fails to follow the standards of the profession, they are either doing so knowingly or unknowingly.

The first logical step is to ascertain this.  

I’m not going to describe how to do this as there are, of course, multiple ways including asking questions, provoking, sharing your own observations and so on.

But fundamentally we want to find out if the coach is even aware there is a potential breach of ethics.

Do they care?

The next question is whether they care that they are not following the standards.

We can’t make them care and we can’t assume they do.

We can only discuss it.

If they don’t care then this will lead to a very different conversation than one in which they do.  Indeed, depending on the severity, it may ultimately lead to you choosing not to work with the supervisee. 

Are they stuck?

If they are aware and they do care, then the next question must surely be, what’s preventing them from resolving it.

Are they stuck with it emotionally, practically, financially?  Are there pressures being brought to bear on them that you are not aware of?  What, in other words, means the ethical issue is ongoing?

At this point you are moving into a collaborative and productive phase in which you and the supervisee can explore how they wish to resolve the ethical challenge.

Is there an impasse?

Whether you achieve a collaborative dialogue or not, you may still reach an impasse in which the coach feels powerless to do something differently.

Any number of routes could lead to an impasse. 

If the coach knows they are behaving unethically and they don’t care, this is an impasse.  This now becomes your ethical dilemma.  What are your options? What are you willing to deal with? Can you continue to supervise them?  What does it mean for them, their clients and the profession if you don’t?

Another impasse may be that you can see the glaring transgression of a professional norm but the coach simply can’t.  No matter how clearly you share your concern and describe what you are seeing, the coach doesn’t agree and sees it differently. 

Some might say this is denial on the part of the coach.  But perhaps not – perhaps you have distorted the situation in some way.  It is important to reflect carefully.  If ultimately, you remain convinced then, again, you now have your own ethical dilemma to deal with.

An impasse will always present you with your own ethical dilemma.  This is a corollary of the consensual nature of the ethical framework.

A Brief Conclusion on Ethical Norms

As I’ve mentioned a few times, it is a relatively rare phenomenon to supervise a coach in flagrant breach of professional norms.  

It does happen and, as a supervisor, you may need to confront your supervisee about it as well as critically reflecting on your own sense-making and values.

The lack of regulatory authority means this will always remain a collaborative exploration.  

In practice, many coaches feel the authority of the profession and supervisor regardless of the lack of formal avenues, but I believe recognising the reality that we are collaborating on ethics is an important step for both parties for deal with any issue in an adult manner.

Ethical Dilemmas

Ethical dilemmas are different from the more binary nature of professional norms.  

A coach confronting an ethical dilemma is faced by a situation in which there is no perfect answer or where there are multiple options all with some level of pros and cons.  This is the murky area of the unknown.

Ethical dilemmas may relate to professional standards specific to the codes of conduct or they may relate to human issues that transcend the profession itself yet leave the coach feeling compromised or confused ethically.

The power of coaching supervision is in creating a space for these things to be explored.

As the old cliche goes, “Two heads are better than one”!

Scope for Ethical Dilemmas

The scope of ethical dilemmas is vast encompassing every area that a coach covers.

One of the supervisor’s roles here is to help the coach identify the fact that there is an ethical issue and then work through it with them.

I will share my IIS-IIS model shortly which provides a framework for doing this but first of all it’s useful to acknowledge the scope of ethical dilemmas since we can often focus purely on the coach.

In fact, the ethical dilemma may be surrounding the client, the system in which the coaching is taking place, the stakeholders, the procedural and financial arrangements and, yes, the coach and their feelings.

Recognising that ethical dilemmas can exist within any of these areas should encourage us to tune into what issues we are noticing and where they are coming from.

Challenges Within Ethical Decision-Making

Before we take a look at how to work with ethical issues, it is also worth considering why we often don’t.

From supervising other supervisors, I have observed how often potentially ethically-charged conversations are NOT had.  

Why might that be?  

Ethical decision-making can be difficult at times due to a variety of factors, including:

Ambiguity: As we have already mentioned, ethical dilemmas involve situations where the right course of action is not immediately clear or where multiple options seem equally valid. This ambiguity can make it challenging to determine the most ethical choice and thus it can seem easier to avoid the conversation in the first place and focus on easier to solve issues.

Conflicting values or principles: Ethical dilemmas may involve conflicts between different ethical values or principles, such as confidentiality versus the duty to protect others from harm. In these situations, it can be difficult to prioritise one value over another and again it becomes easier to “not notice this issue”.

Personal biases: Individuals may have unconscious biases or preferences that influence their decision-making process. These biases can make it challenging to objectively evaluate the ethical implications of different options.

Emotional factors: Ethical dilemmas can evoke strong emotions, which may cloud judgement and make it difficult to think rationally about the situation.  This can potentially lead the coach and supervisor to experience implicit or explicit conflict and disagreement.

Pressure from stakeholders: Supervisors may face pressure from various stakeholders, such as clients, supervisees, or organisations, to make decisions that align with their interests. This pressure can make it challenging to prioritise ethical considerations and act in the best interest of all parties involved.

Limited information: In some cases, supervisors may lack sufficient information to fully understand the ethical implications of a situation. Without adequate information, it can be difficult to help create an informed and ethical decision.

Fear of consequences: Supervisors may be concerned about the potential consequences of their role in a decisions, such as damage to their reputation, legal repercussions, or strained relationships. This fear can make it difficult to make tough ethical choices.

Cultural differences: In situations involving diverse cultural backgrounds, ethical norms and values may differ, making it challenging to determine the most appropriate course of action.

Time constraints: Ethical decision-making often requires careful reflection and analysis, which can be difficult when faced with time-sensitive situations or urgent demands.

Despite these challenges, supervisors can improve their ethical decision-making skills by engaging in ongoing self-reflection, seeking education and training on ethical issues, developing cultural competence, and utilising ethical decision-making frameworks, such as the 5-stage ethical maturity model proposed by Michael Carroll and my own model, the IIS-IIS Model.

Let’s finish with  these models.

Carroll’s Ethical Maturity In Coaching

Michael Carroll created a 5 stage framework for considering “ethical maturity” – the ability to hold and work with ethical issues and ambiguity.  

This is not a metric but rather a useful model for considering where someone is stuck tackling an ethical issue.

The  stages are:

1. Ethical Sensitivity: The ability to perceive the ethical challenge in the first place.
2. Ethical Discernment: The ability to make sense of relevant information, including professional guidelines and legal requirements, and to come to a decision.
3. Ethical Implementation: The ability to implement the plan devised in the previous stage.
4. Ethical Validation: The ability to explain one’s thinking and decision-making.
5. Ethical Peace: The ability to come to terms with whatever choice was made and to live with it, knowing you did the best you could.

These five stages allow supervisors to help coaches map where they are with any given situation.  Is the coach aware of the issue? If so, what is their thinking?  Do they have an idea in mind but are not sure how to put it into action? Or perhaps all this is in the past and their concern is with explaining why they did what they did?  Or perhaps they are stuck with the emotions of it, feeling unsure, guilty or regretful.

Knowing where they are on this journey will help the supervisor provide the best support.

The model also allows supervisors to help coaches identify patterns of where they need to develop.  

For instance, they might be highly adept at perceiving an issue but poorly equipped to figure out a solution.  Or the exact reverse may be the case.  This is not a linear model in which one must master the first level before moving on to the next.  It is perfectly plausible that someone could be exceptional at analysing an ethical issue and making decisions but yet unable to see the issue in the first place.

As we will see shortly, understanding the ethical maturity is a key element in my own IIS-IIS ethical model.

Bolton’s IIS-IIS Model

Over the years, I noticed how often supervisors skirted around ethical conversations.  Often this was due to a nervousness of seeming to be the authority.  At other times, it was fear of upsetting the coach by seeming to judge them.  And at other times again it seemed that the supervisor just didn’t know how to bring the issue up.

That’s why I created the IIS-IIS Model for Ethical Conversations.

IIS-IIS stands for:

Identify

What is the issue that you are perceiving or that the coach has brought to you?

Internal Check

Micro-reflect on your own internal emotional response and take a step back to disengage an automatic response.

Stage

Which stage(s) of the Ethical Maturity Model is significant?

Intention

Does your intervention need to be formative, normative or restorative?

Intervention

Choose your approach based on the supervisee’s state of awareness and readiness to engage with the ethical issue.

Situate

Explore where the ethical issues lie – for instance, using the 7-Eyed Model, is it a systemic issue, a client issue, a coach issue etc?

Working with IIS-IIS

The aim of IIS-IIS is not a linear model for ethical dialogue but rather a leaping off point that creates the scaffolding from which the conversation can be built.

Each part of the model enables the supervisor to create the most effective conditions for a robust but respectful, collaborative and consensual conversation about ethics.

I can’t repeat often enough that unlike some professions in which there are strict regulations that have clear consequences, this is NOT the case with coaching.  This is partly why, I suspect, many supervisors avoid confronting ethical issues. They fear they have no right and/or no authority yet by adopting this stance they abdicate their responsibility as a coaching supervisor.

It is vital that we own our response and our thinking but that we don’t shrink from expressing it and from enabling our supervisees to engage in critical reflection on the situation and their response to it.

Conclusion

In conclusion, ethical awareness and practice are essential components of effective coaching supervision. 

Supervisors should be well-versed in the ethical principles guiding their profession, including confidentiality, informed consent, professional boundaries, competence, cultural competence, and ethical decision-making. 

But even more importantly, they need to develop the skill AND courage to have challenging, collaborative conversations around the grey areas of coaching ethics.

By engaging in ongoing self-reflection and professional development, supervisors can uphold high ethical standards, foster a culture of ethical practice in coaching, and ultimately contribute to the growth and success of the coaches they supervise.

The Power of Social Media

If you’re a coaching supervisor looking to grow your practice, you’ve come to the right place. Today, we’re going to delve into the dynamic world of social media and explore how it can be a game-changer for your business. 

Let’s begin by acknowledging the sheer force that is social media. 

With millions of people active on various platforms, it offers an unparalleled opportunity to connect with potential clients, establish your brand, and create a community around your coaching supervision practice. 

The power of social media is undeniable in today’s digital-centric world. As a coaching supervisor, leveraging these platforms can be transformative for your practice, helping you extend your reach and impact on a global scale. Social media platforms are dynamic ecosystems where individuals, businesses, and communities interact, exchange ideas, and build relationships. They serve as excellent tools for brand building, showcasing your expertise, and connecting with potential clients. 

The beauty of social media lies in its accessibility and far-reaching potential. Regardless of your location, you can connect with people across the globe, at any time. This is particularly beneficial for coaching supervisors, whose potential clients could be spread worldwide, looking for guidance and support.

Moreover, social media platforms offer a unique blend of communication tools that allow you to share your message in a variety of formats—be it through text, images, videos, live broadcasts, or interactive features like polls and comments. These tools provide opportunities to engage your audience in meaningful and creative ways, fostering a sense of community around your brand.

Furthermore, social media offers insights and analytics that can help you understand your audience better, fine-tune your messaging, and track the effectiveness of your efforts. This data-driven approach ensures that you’re continually adapting and improving your social media strategy to better serve your audience and grow your practice.

Remember, however, that the power of social media is not just about broadcasting your message, but also about listening and engaging. It’s about creating a two-way dialogue with your audience, responding to their needs, and fostering relationships built on trust and mutual benefit. By doing so, you position yourself not just as a service provider, but as a valued partner in their professional journey.

Step 1: Identifying Your Audience

The first step in any successful social media strategy is to identify your audience. Who are they? What are their needs? What platforms are they most active on? The answers to these questions will guide your entire strategy. For coaching supervisors, your audience could be coaches looking for professional development, organisations seeking coaching services, or individuals seeking personal growth.

Here are 10 questions you could explore to better identify your clients.

Certainly, here’s a list of 20 questions that could be helpful in identifying your client’s needs, wants, fears, and their current situation:

1. Who is my ideal client? What do they do for a living? What is their age, gender, and location?
2. What industry or sector does my ideal client work in?
3. What level of experience does my ideal client have in their field?
4. What are the key challenges my ideal client is facing in their professional or personal life?
5. What are my client’s goals or ambitions? What are they striving to achieve?
6. What fears or anxieties might my client have related to their challenges or goals?
7. What resources (time, money, support) does my client currently have available to them to address their challenges or achieve their goals?
8. What resources might my client lack or need more of to address their challenges or achieve their goals?
9. What are my client’s values? What do they care most about?
10. How might my client’s background or culture impact their perspective or approach to their challenges or goals?
11. What motivates my client? What drives them to take action?
12. What might prevent my client from seeking help or support to address their challenges or achieve their goals?
13. What type of coaching or support has my client sought out or received in the past?
14. How might my client prefer to receive coaching or support (e.g., in person, over the phone, via video calls)?
15. What is my client’s learning style? Do they prefer visual aids, verbal explanations, written materials, or hands-on experiences?
16. How does my client define success? What does a “win” look like for them?
17. What kind of relationship does my client typically prefer to have with a coach or mentor?
18. What potential objections or concerns might my client have about working with a coach or mentor?
19. How does my client typically make decisions? Do they rely more on logic, emotions, intuition, or advice from others?
20. How can my services meet my client’s needs, help them overcome their fears, and support them in achieving their goals?

These questions are designed to help you gain a deeper understanding of your client and tailor your approach to meet their specific needs and preferences. Remember, the more you understand about your client, the better you can serve them.

Step 2: Choosing the Right Platforms

Once you’ve identified your audience, it’s time to choose the platforms that will best reach them. Each social media platform has its own demographics and engagement style. For a professional audience, you might lean towards LinkedIn and Twitter. For a more personal, lifestyle-oriented audience, Instagram and Facebook could be more effective.

Absolutely, let’s delve into the specifics of various social media platforms and their potential advantages for a coaching supervision practice:

1. LinkedIn: As a professional network, LinkedIn is great for reaching out to other coaches, businesses, and professionals who might be interested in coaching services. It’s excellent for sharing thought leadership content such as articles, blog posts, and professional updates. LinkedIn also hosts professional groups where you can engage in discussions and position yourself as an expert in your field.
2. Twitter: Twitter is a fast-paced platform where you can join in on existing conversations about coaching, leadership, and personal development. It’s excellent for sharing quick insights, linking to longer-form content, and networking with professionals in your field. Twitter’s use of hashtags can also make your content more discoverable.
3. Facebook: Facebook is a versatile platform that allows for a variety of content, including text posts, images, videos, and live streams. Facebook Groups can be particularly useful for creating a community around your practice. Paid advertising on Facebook can also be highly targeted, helping you reach the specific demographics that are most likely to be interested in your services.
4. Instagram: This visually-focused platform is excellent for sharing images and short videos, including behind-the-scenes looks at your practice, testimonials, and quick coaching tips. 
5. YouTube: If you’re comfortable in front of a camera, YouTube is a powerful platform for sharing longer-form video content. This could include coaching tips, interviews with successful coaches, or explainer videos about the coaching process.
6. Pinterest: While not the first platform that comes to mind for a coaching business, Pinterest can be a surprisingly effective tool for driving traffic to your website. By sharing visually appealing infographics or images linked to your blog posts, you can reach a wider audience.
7. Podcast Platforms (Apple Podcasts, Spotify, etc.): Podcasting has grown enormously in popularity. Starting a podcast on coaching and supervision could position you as a thought leader and allow you to reach a highly engaged audience.

Each platform has its own unique advantages and target demographics, so the best platforms for you will depend on your specific audience and the type of content you’re most comfortable creating.

It’s also important to remember that maintaining an active presence on social media requires time and effort, so it’s often better to focus on a few platforms where you can consistently engage with your audience rather than trying to be everywhere at once.

Step 3: Creating Engaging Content

Now, onto the exciting part—creating content. Remember, social media is about engagement, so your content should be interactive and valuable to your audience. 

• Share insightful blog posts or articles about coaching and supervision.
• Post testimonials from satisfied clients.
• Host live Q&A sessions or webinars.
• Share snippets of your coaching sessions (with permission, of course).
• Create infographics about the coaching process or its benefits.
• Use video content to share coaching tips or behind-the-scenes looks at your practice.

You might be now wondering what sort of content specifically you could create. 

Quite honestly, the possibilities are endless but to give you an idea of what you might do here are some examples:

1. “The Art of Effective Coaching: Top 5 Techniques Every Coach Should Master”: This piece could delve into essential coaching techniques, providing valuable insights for both new and experienced coaches.
2. “Coaching vs. Supervision: Understanding the Difference and the Role They Play in Your Development”: An explanatory piece that breaks down the roles and value of coaching and supervision could be incredibly beneficial for your audience.
3. “Transformative Feedback: How Coaching Supervision Enhances Your Practice”: In this article or video, you could highlight the importance of feedback in the coaching process and how supervision aids in this.
4. “Ethics in Coaching: Navigating Difficult Conversations and Situations”: This could be an excellent opportunity to discuss the ethical side of coaching and how a supervisor can help navigate these complex situations.
5. “Case Study: How Coaching Supervision Helped Transform My Client’s Business”: Real-life examples and stories are always engaging. A case study could illustrate the tangible benefits of coaching supervision.

Remember, the goal of your content should be to provide value to your audience, establish your expertise, and foster engagement. Each of these proposed topics provides an opportunity to do just that.

Step 4: Building Relationships

Social media isn’t just a broadcasting platform—it’s a place to build relationships. Engage with your followers, respond to their comments, and show appreciation for their support. Join relevant groups and discussions, and be a thought leader in your field. 

You might be thinking right now, “well, OK, I’m having a conversation with someone online, now what?”

Taking relationships from online to offline is a crucial step in converting social media interactions into tangible business opportunities. Here’s how you can do it:

1. Offer a Free Consultation or Discovery Call: Once you’ve built a rapport with someone, offer them a free consultation or discovery call. This provides an opportunity to understand their needs better and discuss how your services might help. Make sure to provide a simple way for them to schedule this call, such as a link to your online scheduling tool.
2. Invite Them to Webinars or Workshops: Hosting online webinars or workshops is a great way to provide value and deepen your relationships. After the event, you can follow up with attendees and invite them to further discussions.
3. Direct Messaging: If you’ve been engaging with a follower and they show interest in your services, send them a direct message. Keep it personal and friendly—mention the conversations you’ve had, and express your interest in helping them further.
4. Email Newsletters: Encourage your social media followers to sign up for your email newsletter. This can provide another point of contact where you can share more comprehensive information about your services and invite them to engage in a more direct conversation.
5. Promote Offline Events: If you’re hosting offline events, promote them on your social media platforms. This could be a seminar, a meet-and-greet, a workshop, or a networking event.
6. Call to Action: Don’t forget to regularly include a call-to-action in your posts, inviting your followers to reach out to you for more information, to ask questions, or to book a session.

Remember, the goal is to make the transition from online to offline as seamless as possible. Make it easy for your social media contacts to reach you by providing clear contact information, including your email address and phone number, in your social media bios or in specific posts. The key is to be proactive, responsive, and to show genuine interest in your followers’ needs and interests.

Step 5: Using Paid Advertising 

While organic growth is fantastic, don’t overlook the power of paid advertising. Platforms like Facebook and LinkedIn offer sophisticated targeting options, allowing you to reach your exact audience. 

Paid advertising can be an effective way for a coaching supervisor to reach a wider audience, attract potential clients, and grow their practice. Here’s how you might use it:

1. Promote Your Services: Use paid ads to promote your coaching supervision services. Highlight the benefits of your services, the results past clients have achieved, or what sets your approach apart from others.
2. Targeted Advertising: Platforms like Facebook, LinkedIn, and Instagram offer sophisticated targeting options. You can target your ads based on factors like location, age, job title, interests, and more. This allows you to reach the specific individuals or businesses who are most likely to be interested in your services.
3. Promote Content: If you’ve created a valuable piece of content (like a blog post, webinar, or ebook), you can use paid advertising to get it in front of a wider audience. This can help establish your expertise, provide value to potential clients, and attract people to your website or social media profiles.
4. Lead Generation: Some platforms offer specific ad formats designed for lead generation. For example, LinkedIn’s Lead Gen Forms capture a user’s contact information directly within the ad, making it easy for them to sign up for your newsletter, request a consultation, or download a resource.
5. Retargeting: Retargeting ads are shown to people who have already visited your website or interacted with your content. These can be effective for staying top of mind and encouraging potential clients to take the next step.
6. Event Promotion: If you’re hosting an online or offline event (like a workshop, seminar, or training), paid advertising can help you attract attendees.

When using paid advertising, it’s important to monitor your results and adjust your strategy as needed. This will help you get the most from your advertising budget and ensure that your ads are effectively reaching and resonating with your target audience.

Step 6: Monitoring and Adapting

Lastly, remember that social media is an evolving landscape. Monitor your metrics, see what’s working, and adapt your strategy accordingly. 

Social media is a potent tool for growing your coaching supervision practice. It requires effort and consistency, but the rewards can be tremendous. 

Adapting your social media strategy based on monitoring your results is crucial for effective marketing. It involves understanding the data provided by social media platforms and using this information to make informed decisions about your content and approach. Here’s how you might do this:

1. Identify Key Metrics: Determine what metrics are most important for your goals. This could include metrics like engagement (likes, shares, comments), reach (how many people see your posts), click-throughs (how many people click on your links), conversions (how many people take a desired action, like signing up for a newsletter or booking a consultation), and follower growth.
2. Analyse Your Performance: Regularly review your metrics to understand how your posts are performing. Look for patterns and trends. Which types of posts get the most engagement? What time of day or day of the week gets the most reach? Which posts lead to the most conversions?
3. Test Different Approaches: Experiment with different types of content, posting schedules, messaging, and more. Use A/B testing to compare the performance of different approaches. For example, you might test two different headlines for a blog post to see which one gets more clicks.
4. Adjust Your Strategy Based on Results: Use the insights gained from your analysis and testing to make informed decisions about your social media strategy. If you find that certain types of posts perform well, make more of those. If you find that posts published at a certain time of day get more engagement, adjust your posting schedule accordingly.
5. Monitor and Adapt Continuously: Social media trends and algorithms change frequently, and what works today might not work tomorrow. Continually monitor your results, stay informed about changes and trends in social media, and be ready to adapt your strategy as needed.

Remember, the goal of this process is not to chase after every trend or to get the most likes on every post. Instead, it’s about understanding what resonates with your audience and how you can best use social media to achieve your business goals.

It’s about delivering the right content, to the right people, at the right time, and in the right way.

10 Mistakes to Avoid in Social Media Marketing

Absolutely, here are ten critical mistakes to avoid when using social media for marketing:

1. Lack of a Social Media Strategy: Don’t dive into social media without a clear strategy. Understand your goals, target audience, and how your social media efforts tie into your overall marketing strategy.
2. Being on Every Platform: You don’t need to be on every social media platform. It’s better to focus on the ones where your target audience is most active and where your content fits best.
3. Inconsistent Posting: If you post sporadically, your audience might forget about you. Consistency is key in building and maintaining an engaged following.
4. Ignoring Comments or Messages: Social media is about engagement. If you ignore comments or messages, you miss out on opportunities to connect with your audience and may give the impression that you don’t care.
5. Overly Promotional Content: If all of your posts are about selling your product or service, your audience may lose interest. Aim for a balance of educational, entertaining, and promotional content.
6. Not Using Analytics: Without using the analytics provided by each platform, you can’t know what’s working and what’s not. Regularly review your metrics and adjust your strategy accordingly.
7. Forgetting About Visuals: Visual content tends to perform well on social media. Don’t rely solely on text-based posts—use images, videos, infographics, etc., to make your content more engaging.
8. Ignoring the Unique Culture of Each Platform: Each social media platform has its own culture and norms. What works on one platform might not work on another. Tailor your approach to fit each platform.
9. Not Investing in Paid Advertising: While organic reach is important, don’t overlook the benefits of paid advertising. It can help you reach a larger or more targeted audience.
10. Not Staying Updated: Social media is always changing. If you don’t stay updated on the latest trends, features, and best practices, your strategy may become outdated.

Avoiding these mistakes can help you make the most of your social media marketing efforts. Remember, social media is a powerful tool for connecting with your audience, building your brand, and driving growth for your business.

Remember, the key to success lies in authentic engagement, sharing value, and building trust. So go on, take the social media plunge and see your coaching supervision practice soar to new heights!

As coaching supervisors, we continually strive to evolve our practices to meet the changing needs and growing complexities of our dynamic profession. 

The world around us is in a state of flux and the needs and expectations of coaches, and their clients, change with this. As a result, it’s crucial for coaching supervisors to understand and adapt to emerging trends in the profession.

In this article, I will share what I see as ten key trends that may shape the future of coaching supervision.

1. Integration of Technology

The rapid advancement of technology is revolutionising many aspects of our lives, and coaching supervision is no exception. 

Artificial Intelligence (AI), Virtual Reality (VR), and Augmented Reality (AR) are just a few of the technological advancements transforming our profession.

AI can provide supervisors with valuable insights into coaches’ behavioural patterns, allowing them to develop new skills, tackle blind-spots and tailor their approaches more effectively. 

Applications such as Ovida are emerging that can rapidly analyse and highlight critical moments in video recordings of coaching sessions allowing the coach and supervisor to explore potential learning moments and to extract even greater value from supervision sessions.

These same applications can also enhance intrapersonal reflective practice, enabling coaches to deepen their self-awareness, spot ineffective habits and amplify their strengths.

Likewise, VR and AR will facilitate immersive learning experiences that enable coaches and supervisors to engage in ever more innovative and connected ways without the need for co-location. 

2. Virtual and Remote Supervision

Related to the first trend, technology will continue to increase the use of virtual and remote supervision.

Whilst the enabling factor here is technology, the implication is one of relationship, scope of practice and geographic reach.

The COVID-19 pandemic accelerated the shift towards virtual and remote practices throughout the coaching profession. This shift not only allowed coaches and coaching supervisors to continue their work amidst restrictions, but it also opened up new opportunities for supervisors and coaches alike. 

With the advent of various online communication tools, coaching supervision can now be delivered to coaches across the globe, thereby increasing access to supervision.

With the virtual turn, however, it is likely, if not inevitable, that the nature of the supervisory relationship will shift in subtle and less-subtle ways. 

Learning how to use these tools as effectively as possible will be vital in enhancing the supervisory relationship and ensuring the experience is a profound and enjoyable one for both the coach and supervisor.

3. Cross-Cultural Awareness in Supervision 

The geographic expansion enabled by virtual supervision is also bringing more coaches and supervisors together from different cultures.

Cross-cultural supervision, and supervision of cross-cultural coaching,  is becoming increasingly important as globalisation continues to blur national boundaries.

As coaches and their clients become more culturally diverse, the need for understanding and working with cultural differences in coaching contexts is paramount. 

We see this at ICCS where coaches from around the world join our coaching supervision programme and are often surprised by the significant differences in assumptions held by fellow coaches. 

Whilst there is always a risk, when discussing cross-cultural issues within coaching, that we fall into stereotypes, it is clear from conversations within our own cohorts that there are often broad tendencies for specific cultures to have distinctly different assumptions about coaching, supervision and the supervisory relationship. 

Some cultures have a more hierarchical and authoritative philosophy in which the supervisor would be expected to be the expert and would be perceived as failing if they were to show too much vulnerability.

Others have a more direct communication style which can be jolting to a culture in which the coach and supervisor engage in a more subtle dance.

These differences, if not explored, can be detrimental to a supervisory relationship, juxtaposing very different assumptions without directly recognising the differences.

Conversely, when these differences are explored, they allow for a deepening of the relationship and, just as importantly, a better understanding of the ways of thinking and being that inform a coach’s work.

Beyond the nature of the supervision, of courses, lies even bigger issues: assumptions about cultures and people in general. 

Cross-cultural supervision will call upon supervisors to explore their cultural biases and assumptions, and will require a commitment to understanding and respecting the cultural context, values, and communication styles of clients from diverse backgrounds. 

Cross-cultural coaching supervision brings enriching perspectives to coaching conversations, enhancing the ability to foster meaningful relationships and produce successful outcomes with a diverse clientele. 

To be effective, it demands cultural humility and the capacity to navigate and mediate between different cultural norms and expectations, thereby promoting inclusion, fairness, and mutual understanding.

4. Diversity and Inclusion

Similar to the previous trend, the focus on diversity and inclusion will continue to grow and require that supervisors engage in an ongoing exploration of their unconscious assumptions and biases.

However, where cross-cultural supervision is generally clear to identify, themes within diversity and inclusion can be far more amorphous and hidden.

Diversity and inclusion may take in race, gender, disability, sexuality, faith and much more besides.

As always, this impacts the supervisor two-fold since they will need to navigate this for themselves but also help coaches become more aware of their own biases and operate in new ways.

Diversity and inclusion does not only present supervisors and coaches with an ethical challenge for supervisors but also an operational one. Increasingly, they will need to navigate the social and organisational implications of the DEIJ agenda as they navigate robust organisational policies, new ways of being and new conventions.

In our own supervision of supervision sessions, we have come across frequent examples of this in which coaching clients have said or done something which the coach feels is either inappropriate or reveals something about the organisation in which the coaching is taking place. 

The coach is left wondering how best to respond to this and brings it to supervision. It is likely that this will become a more common theme within supervision and supervisors will need to develop their stance and approach to it.

5. Profession-Wide Adoption

Although coaching supervision has long been recognised as an important part of a coach’s development, it has not always been seen as a critical part, nor has it been universally adopted by the profession.

Indeed, for many years, the International Coaching Federation prioritised mentor coaching over coaching supervision. 

Whilst the Association for Coaching and the European Mentoring and Coaching Council both have competency frameworks for supervision, the ICF has not yet recognised supervision as a standalone set of skills, or, at least, they have not considered it part of their remit to produce these.

With the inclusion of supervision as a mandatory element of team coaching accreditation, and signs that the ICF is researching coaching supervision in more depth, it looks likely that all three professional coaching associations will coalesce on the vital importance of supervision.

6. Mental Health Awareness

Now, more than ever, both organisationally and individually, there is an awareness of, and focus on, the importance of mental health issues.

As more high-profile individuals raise the topic, opening up about their own struggles, and discussing the topic in terms of solutions, so the theme is becoming more common in coaching, and in supervision.

This may involve not only providing emotional support but also helping coaches develop strategies to manage stress, anxiety, and other mental health issues both for themselves and for their clients. 

Coaching supervisors have a pivotal role in supporting coaches to work with mental health whether that’s in, navigating the blood line between coaching and therapy, knowing how to refer clients where appropriate and how to carry out their duty of care when coaching is no longer sufficient. 

In light of the COVID-19 pandemic and the rising rates of mental health issues, the role of coaching supervisors in understanding mental health is more critical than ever.

7. Neurodiversity-Informed Practice

Neurodiversity is likewise becoming a more common topic of coaching and supervision.

Coaching supervisors will need to be able to understand and work with neurodiversity, recognising that our coaches, and their clients, have different cognitive styles, strengths, and weaknesses. 

This may involve coaches and supervisors adapting their practices to cater to the unique needs of their clients.. But equally, more coaches will specialise in working with neurodiverse clients, sometimes developing new ways of working. Supervisors will need to have some understanding of the area to stay relevant and useful to this growing group of individuals.

8. Macro-Level Pressures in Coaching Supervision

Macro-level pressure and crises will continue to impact coaching at all levels, from the individual client, through to coaches, and coaching supervisors. 

Some of the significant societal crises that are likely to shape our profession in the coming years include:

1. Climate Change and Environmental Crisis

As the world grapples with the realities of climate change and environmental destruction, clients may bring related fears and anxieties into coaching. Coaches and supervisors may also need to explore their own responses to these crises, as well as the ethical implications of their practice.

2. Social and Political Unrest

Rising social and political tensions can affect mental wellbeing, work environments, and relationships. The need for coaching to support individuals navigating these challenges and conflicts is likely to increase.

3. Technological Disruption

We’ve already mentioned the impact of technology on supervision but, of course, it goes far beyond this.  

The rapid technological advancements will almost certainly lead to job insecurity, workplace stress, and the need for continuous upskilling. 

Coaches will likely face an increasing demand to support clients in adapting to these changes and the anxieties, fears and uncertainties that this evokes will find their way into the supervision space.

4. Mental Health Crisis

We have also discussed mental health above but it is worth restating that, at a wider cultural and societal level, the increasing awareness and prevalence of mental health issues, magnified by other societal crises, will continue to impact coaching. 

Supervisors will need to guide coaches in supporting their clients without overstepping the boundaries of their role.

5. Income Inequality and Job Insecurity

Economic instability and growing wealth gaps may exacerbate stress and anxiety in clients. 

Coaches may find themselves working more with issues of career uncertainty, financial stress, and work-life balance.

6. Migration and Displacement

With political instability, economic hardships, and climate change, global migration is likely to increase. 

Coaches and supervisors may find themselves working with clients who are navigating cultural integration, loss of home and homeland, and related stressors.

7. Pandemics and Health Crises

COVID-19 has shown us how health crises can swiftly upend lives and livelihoods. The psychological, social, and economic impacts of such crises will continue to feature prominently in coaching agendas.

The increased focus on these issues will require coaching supervisors to ensure that coaches are adequately prepared to navigate these complex societal crises with sensitivity, empathy, and an understanding of the broader context in which these issues exist.

9. Group and Team Supervision

Although not new, group supervision seems likely to become ever more popular given its relative affordability combined with its effectiveness at creating emergent group learning.

Group supervision sessions can provide a supportive environment in which coaches learn from their peers, exchange ideas, and develop their skills collectively. 

In turn, group supervision also allows supervisors to reach more coaches in a cost-effective and efficient manner.

Related to this (though somewhat different) is team coaching supervision.

This, too, is likely to become more popular given the recent formalisation of team coaching accreditation by both the ICF and Association for Coaching.

The systemic lens has been a dominant one for many years in coaching supervision and both groups and teams benefit from this systems perspective.

10. Internal Supervision

Our tenth and final trend had yet to reveal itself in a significant way. However, there are signs that it is happening.

Organisations recognise the value of coaching supervision, and as a result, there is likely to be a trend towards internal supervision. 

Internal supervision involves the provision of coaching supervision services by in-house coaching supervisors, who have a deep understanding of the organisational context and culture. 

This may lead to more effective coaching outcomes, as it allows for greater alignment between coaching practices and organisational goals.

Of course, the risk is that the supervisor, being internal, simply recapitulates the system within the supervision relationship. But that’s a question for another article!

At ICCS, we have already been involved in training teams of internal coaching supervisors for large organisations. 

A challenge of course is scale – very few organisations have enough coaches to warrant an internal supervisor. 

Nonetheless, it is likely that supervisory skills and models will be introduced, even if only for peer supervision.

Conclusion

The ten trends identified here are, of course, my personal sense-making and I don’t present them as hard and fast certainties.

What is certain is that coaching supervision is a dynamic and evolving profession that requires us to continually adapt to the changing needs of our coaches and the world around us. 

By keeping abreast of these trends, we can ensure that our coaching practices remain relevant, effective, and impactful, allowing us to better support coaches and contribute to the growth and development of our profession.

Introduction

Peter Drucker famously quipped that “Culture eats strategy for breakfast”.

If we’re not careful we can add that it also eats coaches and coaching supervisors as delicacies straight afterwards!

Like coaching, coaching supervision can take place both in a private client-centred model and in an organisational context.  In the latter,  coaching supervisors operate within a wider culture with coaching teams and, potentially, other supervisors.

This organisational context introduces a number of variables that inevitably have an impact, for good or bad, on the supervision that takes place. 

In this article I want to consider the complex relationship between organisational culture and coaching supervision, and explore how supervisors can work within challenging organisational cultures to deliver effective supervision. 

I should say that the issues I am discussing here are just as relevant for coaches and I often refer to “coaches and coaching supervisors” in this article.  However, I am writing this predominantly around the practice of supervision.

Understanding Organisational Culture

Let’s start by defining organisational culture. 

Enough has been written about this that there are many better qualified to do this than I.  Here are just a few;

“Culture is the shared assumptions, beliefs, and values that shape the behavior of people within an organisation.” – Edgar Schein (1990) in “organisational Culture”

“Culture is the sum of values, rituals, symbols, beliefs, and habits that shape how people behave in organisations. Gretchen Spreitzer (2008) in “Creating a Positive Organisational Culture”

“Culture is the invisible hand that shapes employee behavior, decision-making, and relationships.” – Denise Lee Yohn (2014) in “What Great Brands Do”

“Culture is not something that an organisation has, it’s something that an organisation is.” – Daniel Coyle (2018) in “The Culture Code”

Organisational culture then is complex and multifaceted, encompassing the shared values, beliefs, norms, and practices that shape the way employees interact with each other and approach their work. 

These factors are almost invisible to those in it, rather like the oft-told tale of the two fish who question what the word “water” means.  

Yet, to outsiders, these cultural aspects of an organisation can seem very clear indeed. As we will explore shortly, external coaches and coaching supervisors often have a uniquely privileged insight into the culture in being both in and outside of it. 

Factors such as leadership style, communication patterns, and company history influence organisational culture, contributing to a unique environment that affects coaching, supervision and people development in general.

Key Thinkers on Organisational Culture

The term “organisational culture” was first used by Elliott Jacques in his 1951 book, The Changing Culture of a Factory.

Since then, a number of thinkers have contributed to our understanding of organisational culture and developed frameworks and models to analyse and interpret its components.

These include:

• Edgar Schein
• Charles Handy
• Geert Hofstede
• Jay Lorsch and Paul Lawrence

Edgar Schein

Schein, a prominent social psychologist, developed a widely recognised model of organisational culture, dividing it into three levels:

Artifacts

Visible and tangible aspects of the culture, such as dress code, office layout, and company policies.

Espoused Values

Stated beliefs and values that guide employee behaviour and decision-making.

Basic Underlying Assumptions

Unconscious, taken-for-granted beliefs that form the foundation of the culture and are often difficult to identify or change.

Charles Handy 

Handy, an influential management thinker, proposed four main types of organisational culture, which he illustrated using Greek gods as metaphors:

Power Culture (Zeus)

Centralised authority, with decision-making concentrated at the top and a focus on control and influence.

Role Culture (Apollo)

Emphasis on clearly defined roles, rules, and procedures, with a hierarchical structure and a focus on efficiency and stability.

Task Culture (Athena)

Team-oriented and project-focused, with flexible structures and a focus on problem-solving, innovation, and adaptability.

Person Culture (Dionysus)

Centred on individual autonomy and self-expression, with minimal hierarchy and a focus on creativity, personal growth, and self-actualisation.

Geert Hofstede

Hofstede, a Dutch social psychologist, conducted a comprehensive study of national and organisational cultures, developing the following six dimensions to compare and contrast cultures across organisations and countries:

Power Distance

The degree to which less powerful members accept and expect unequal power distribution.

Individualism vs. Collectivism

The extent to which people prioritise individual goals and autonomy over group interests and cohesion.

Masculinity vs. Femininity

The preference for assertiveness, competitiveness, and material success (masculinity) versus cooperation, care, and quality of life (femininity).

Uncertainty Avoidance

The level of tolerance for ambiguity and preference for structured environments and clear rules.

Long-term Orientation vs. Short-term Orientation

The emphasis on future planning and perseverance (long-term) versus tradition, stability, and immediate results (short-term).

Indulgence vs. Restraint

The degree to which people allow themselves to enjoy leisure, fun, and gratification, compared to a focus on restraint, self-discipline, and strict social norms.

Jay Lorsch and Paul Lawrence

Jay Lorsch and Paul Lawrence proposed that organisational culture can be classified as either strong or weak, based on the level of consistency in values and behaviour across the organisation. 

A strong culture is one where the organisation’s values are widely shared and strongly held, resulting in a high degree of consistency in behaviour and decision-making. In a strong culture, employees are more likely to understand and adhere to the organisation’s values, leading to greater employee engagement, loyalty, and commitment. 

On the other hand, a weak culture is one where the organisation’s values are not well-defined or consistently applied, leading to inconsistency in behaviour and decision-making. 

Weak cultures may result in lower employee engagement and a lack of shared identity, which can lead to a less cohesive organisation. 

Together, these thinkers and their frameworks provide useful ways to think about organisational culture enabling coaches and coaching supervisors to form ideas of how a culture is operating and how they need to adapt to this.

Challenging Organisational Cultures

When we don’t like what we see in an organisation, it can be tempting to refer to a negative organisational culture. 

I have refrained from using this term as it seems too all-encompassing and limits the potential for ways of seeing. 

Instead, I have referred to challenging organisational cultures. This is more accurate – it might challenge us, or the coaches we work with, or the employees. 

Such a culture can take many forms and the specific characteristics may vary depending on the organisation. 

However, here are some common signs that we are working within a challenging organisational culture.

Lack of Trust and Transparency

A challenging culture often involves a lack of trust and transparency, where employees feel they cannot express their opinions or ideas without fear of retaliation. This can lead to a lack of collaboration and a sense of isolation among employees.

High Turnover and Low Employee Engagement

A challenging culture can result in high turnover rates and low employee engagement. This may be due to a lack of support, poor communication, or a lack of opportunity for growth and development.

Resistance to Change

A challenging culture often involves resistance to change, where employees are not receptive to new ideas or initiatives. This can make it difficult for the organisation to adapt to changing market conditions or to implement new strategies.

Toxic Behaviours

A challenging culture may involve toxic behaviours such as bullying, harassment or discrimination. This can create a hostile work environment and lead to low morale, high levels of stress, and increased absenteeism.

Lack of Accountability

In a challenging culture, there may be a lack of accountability, where employees are not held responsible for their actions or decisions. This can create a culture of blame-shifting and can lead to a lack of ownership and responsibility.

These are just a few examples of what a challenging organisational culture can look like. It can have a significant impact on the success and well-being of an organisation and its employees, as well as the coach and coaching supervisor..

The Influence of Organisational Culture on Coaching Supervision

No doubt, you’re already beginning to think about how all this affects coaching and coaching supervision.  And maybe you have already experienced this many times already.  

The culture they work within can significantly influence the coaching process, the coach-supervisor relationship, and the overall effectiveness of coaching and supervision interventions. 

The prevailing organisational culture can impact the way coaches and supervisors approach their work, shaping their methodologies, communication styles, and the level of support they receive.

For a coaching supervisor, this is doubly challenging and potentially problematic since they will need to consider not only the impact of the culture on their own work and their place in the organisation, but how it is affecting the coaching relationship.  

This is, of course, the very essence of coaching supervision in which the systemic lens asks us to look beyond the immediate issue and instead see the interconnecting forces that are at play through the organisation from the supervisor, to the coach, to their client and to the organisation.

A well-aligned, positive organisational culture can facilitate open dialogue, trust, and collaboration between coaches and supervisors, fostering an environment where professional development and growth can thrive. 

Conversely, a misaligned culture may create barriers to effective coaching supervision, such as resistance to change, lack of support, fear of judgement and assessment, concerns of confidentiality, and limited opportunities for reflective practice.

“The culture of any organisation is shaped by the worst behavior the leader is willing to tolerate.” – Gruenter and Whitaker (2012) in “The Patient Will See You Now”

Coaching supervisors who understand the organisational culture can better navigate its complexities, tailoring their approach to fit the specific context and addressing potential challenges more effectively. 

This awareness enables supervisors to offer relevant guidance and support, helping coaches enhance their skills, self-awareness, and the quality of coaching outcomes.

Strategies for Enhancing Coaching Supervision within Organisational Culture

Identifying and addressing organisational culture barriers, such as resistance to change or lack of support, is crucial for fostering effective coaching supervision practices. 

Implementing best practices for integrating coaching supervision within the organisational culture, such as encouraging open communication and collaboration, can lead to a more supportive environment for coaching supervision. 

But how does a coaching supervisor do this when they cannot directly influence the culture? It is one thing to talk about open communication and another to enable it in a culture of fear and intimidation, for example.

Many coaches and coaching supervisors will have had experiences just like this, working in organisations that, far from supporting openness and growth are, in fact, suffused with suspicion, power, politics, fear and resistance to change.

Whilst the supervisor can’t directly change this, they can potentially have some influence.

A coaching supervisor may employ various strategies to address these challenges including:

Building trust one conversation at a time

In a culture in which trust is hard won, coaching supervisors may need to focus on trust at the micro level.  That is to say, building trust with this one person, in this one conversation, around this one thing and then doing that again and again.  We can’t take trust and openness for granted but we can determine to build it one small step at a time.  Far too often, coaches and coaching supervisors bemoan the culture and capitulate to it rather than taking smaller steps.

Promoting self-awareness

Encouraging coaches and organisational leaders to reflect on their behaviours, attitudes, and beliefs related to power and resistance can help them become more aware of their impact on others. Self-awareness can lead to more adaptive behaviours and a willingness to embrace change.  Again, this can be done in small steps in which, as Tesco says, every little helps!

Facilitating open dialogue

A coaching supervisor can initiate and facilitate open discussions within the organisation, helping individuals explore their fears and concerns around change, and addressing the power dynamics at play. Such conversations can create a shared understanding and foster a sense of ownership over the change process.

Developing resilience

Coaching supervisors can support coaches and leaders in building resilience, empowering them to navigate the challenges associated with change, fear, and power. Techniques may include stress management, emotional regulation, and problem-solving skills.

Leveraging coaching alliances 

By fostering strong coaching alliances within the organisation, coaching supervisors can create a supportive network that can collectively influence the organisational culture. These alliances can become catalysts for positive change, helping to break down barriers and shift power dynamics.

Encouraging small wins

Focusing on incremental changes and celebrating small successes can help build momentum for larger transformations within the organisational culture. Small wins can generate a sense of achievement, reduce fear, and increase confidence in embracing change.

Role modelling

A coaching supervisor can influence organisational culture by modelling adaptive behaviours, open communication, and a willingness to address power dynamics. This demonstration can inspire others within the organisation to adopt similar attitudes and actions.

By employing these strategies, a coaching supervisor can potentially influence and change an organisational culture where resistance to change, fear, and power dynamics are holding back progress, fostering a more supportive environment for coaching and professional development.  Of course, the larger the organisation, the more challenging such change is, and the risk is that the supervisor is simply sucked into the culture. 

The Qualities Needed by the Coaching Supervisor in a Challenging Organisational Culture

To effectively employ the strategies mentioned above, a coaching supervisor must possess a range of qualities that enable them to navigate complex organisational dynamics, facilitate change, and support the professional development of coaches.  Most of these will be familiar, yet the carry an extra significance when navigating the stormy waters of a challenging organisational culture.:

Empathy

Demonstrating a genuine understanding of others’ feelings, perspectives, and experiences helps build trust and rapport, facilitating open communication and collaboration.  In particular, empathising without colluding is critical.  I have supervised several coaches who have found themselves colluding with their clients against the organisation.  Without care, the coaching supervisor can be pulled into this dynamic alongside the coach. 

Objectivity and Non-Attachment 

Building off the last point, it is critical for a coaching supervisor to remain objective and non-attached when emotions are running high.  This is not to say that the supervisor can’t empathise with the experience their coach is having but it is important in such a challenging setting that the supervisor avoid reinforcing a narrative that limits options.

Emotional intelligence

Understanding and managing one’s own emotions, as well as being sensitive to others’ emotional states, helps in navigating power dynamics, addressing resistance, and developing resilience.  Again, to continue the previous point, in an environment where there is blame, anger, resentment, suspicion and more, it is not helpful for the supervisor to lose control of their own emotional state.

Adaptability

Being able to adjust and respond to changing circumstances and organisational contexts is crucial for facilitating change and implementing strategies that are relevant and effective.

Courageous communication

Articulating ideas clearly and persuasively, as well as employing various communication techniques (e.g., questioning, summarising, reflecting), enables coaching supervisors to engage with multiple stakeholders effectively and is a core skill of a coaching supervisor.  However, in a challenging environment, we are often called upon to be more courageous – holding firm to boundaries, challenging behaviours, stepping into our professional authority. 

Leadership

Demonstrating effective leadership qualities, such as integrity, vision, and role modelling, inspires confidence in others and encourages them to embrace change and challenge power dynamics.  Whilst as a coaching supervisor, we are unlikely to be a part of the leadership, we can nonetheless demonstrate these qualities in our area of work.  As Gandhi said, we can “be the change we want to see”.

Cultural competence

Being aware of and sensitive to cultural differences within the organisation, as well as understanding the impact of organisational culture on coaching supervision, enables a coaching supervisor to tailor their approach and strategies accordingly.  I hope that this article opens the door to diving further into this.

Resilience

Maintaining a positive attitude and persevering in the face of challenges, setbacks, or resistance is essential for achieving desired outcomes and influencing organisational culture.  Resilience is little-needed in a positive environment.  It is when the chips are down that we need to develop and call up resilience, both for ourselves and for the coaches we work with.

Collaborative mindset

Valuing and actively seeking collaboration with coaches, leaders, and other stakeholders helps foster a sense of shared ownership over the change process and builds a supportive network within the organisation.

Reflective practice and supervision

Engaging in regular self-reflection and seeking feedback from others enables coaching supervisors to continually learn, grow, and enhance their skills and effectiveness in implementing the seven strategies.  It is also extremely useful to ensure that you are also in supervision for your work.  It is all too easy to miss the blindspots that develop as we become immersed in a culture.

By cultivating these qualities, a coaching supervisor can successfully employ the seven strategies to influence and change organisational culture, addressing resistance to change, fear, and power dynamics, and creating a more supportive environment for coaching and professional development.

Conclusion

 It is clear that understanding the relationship between organisational culture, people development, coaching and coaching supervision is essential for creating a supportive environment that promotes growth.

Yet understanding it, and developing effective strategies for navigating it, are very different things.  I believe all coaching supervisors who work in organisations need to be thinking carefully about this and developing their strategies for adapting to different kinds of culture.

I also believe that it is incumbent upon coaching supervisors to maintain the principles and practices of coaching and coaching supervision rather than relying on catch-all phrases such as “toxic” workplace which do little to open up room for change but rather reinforce ways of being in relation to that culture. 

Understanding and responding to the impact of organisational culture on coaching supervision leads to numerous benefits, including improved coaching outcomes, enhanced professional development, and a stronger, more resilient coaching function with all the positive consequences this brings.

This article has only scratched the surface of this vast territory and below I have listed some useful books. 

Useful Books

Coaching People through Organizational Change: Practical Tools to Support Employees through Business Transformation – Sue Noble and Amy Tarrant, Sept 2022

Humble Inquiry, Second Edition: The Gentle Art of Asking Instead of Telling – Edgar H. Schein and Peter A. Schein, 12 Sept 2022

“Organizational Culture and Leadership” by Edgar H. Schein – This book is a classic in the field and provides a comprehensive overview of the role of culture in shaping organizational behavior and performance.

“The Culture Code: The Secrets of Highly Successful Groups” by Daniel Coyle – This book draws on research from neuroscience and organizational behavior to explore the key factors that drive success in high-performing organizations.

“Corporate Culture and Performance” by John P. Kotter and James L. Heskett – This book presents a framework for understanding and managing organizational culture, based on research into the link between culture and performance.

“The Power of Corporate Culture” by Richard T. Perrin – This book offers a practical guide to understanding and shaping corporate culture, with case studies and examples from a range of industries.

“Building a Culture of Innovation: A Practical Framework for Placing Innovation at the Core of Your Business” by Cris Beswick, Derek Bishop, and Jo Geraghty – This book offers insights and practical tools for leaders looking to build a culture of innovation within their organizations.

Introduction

Does spirituality have a role in to play in coaching supervision beyond how the inevitable presence of unspoken beliefs and values influence the relationship?

Can spirituality inform supervision in a more specific and deliberate manner?

And what does it mean to talk of “the role of spirituality in coaching supervision”? Does it need a “role”?

In this article I set out to explore these questions and come to a better understanding of how spirituality can be understood within supervision.

You might at first be wondering why these questions even matter.  And, indeed, I am not the most obvious person to write about them as I don’t consider myself a “spiritual” person in any meaningful sense that would deserve that label.  

Yet, it is clear that supervision engages with what makes someone who they are.  Neither the supervisee nor the supervisor park their beliefs and values at the supervision door.  Nor, indeed, do the organisations and clients who are making use of the supervision.

Given this, it seems useful to see how becoming more conscious of beliefs, ways of being and an individual’s concept of the spiritual can impact and enhance supervision.

To explore this topic, my aim is to examine the benefits, challenges, and strategies for effective integration of spirituality in supervision. My hope is that, by understanding the impact of spirituality in coaching supervision, coaches can better address the diverse needs of their clients and promote meaningful, transformative change that is aligned to their wider values and beliefs.

Spirituality in Coaching Supervision: An Overview

Spirituality is a complex and multidimensional concept that encompasses an individual’s personal beliefs, values, and sense of connection to a higher power or transcendent reality. 

It also includes the pursuit of meaning, purpose, and a sense of wholeness in life. 

While the definition of spirituality may vary across different cultures and individuals, it is generally recognised as a significant aspect of human experience that can impact personal and professional development.

In the context of coaching supervision, spirituality can manifest through key components such as reflection, awareness, and presence. 

Reflection involves examining one’s thoughts, emotions, and actions from a spiritual perspective, enabling coaches to gain deeper insights into their values, beliefs, and motivations. 

Awareness encompasses an understanding of the interconnectedness of all aspects of life, fostering empathy and compassion for both oneself and others. 

Presence entails being fully engaged in the present moment, cultivating an open, nonjudgmental attitude that allows for authentic connection and communication.

Whilst none of these are inherently “spiritual”, they are often enhanced by, and correlated with, spiritual practices such as meditation or prayer.

Benefits of Incorporating Spirituality in Coaching Supervision

At this point, I want to reiterate that incorporating spirituality into coaching supervision is not an either/or a yes or nio.  Whatever spiritual beliefs and assumptions exist within the different parties is in the supervision regardless of whether we choose to “incorporate” it.

What I am discussing here then is the deliberate incorporation of spirituality as a topic within coaching supervision.  And, with this, we can say it offers several benefits for coaches, their clients, and the coaching supervision relationship. 

This includes:

• Enhanced self-awareness for coaches
• Cultivating empathy and compassion
• Improved coaching practice
• Strengthened coaching supervision relationship

Enhanced self-awareness for coaches

By engaging in spiritual reflection and exploration within supervision, coaches can clarify their personal values and beliefs, which, in turn, can inform their coaching practice. 

For instance, a coach may take for granted that something is a value that is held by all yet discover that this is specific to their belief system or spiritual assumptions.  Likewise they may assume that a belief about the nature of the world springs from their personal spiritual beliefs.

“Everything happens for a reason”, for example, is a common saying in coaching, yet, unless it is merely used as a figure of speech, this statement is predicated on an assumption about the nature of the world and how events unfold.  An atheist may not believe that everything happens for a reason and instead sees events as random and meaning-free. Their belief may be that its meaning is only found in how they themselves respond to it.

Reflecting on spiritual dimensions in supervision, then, may enable a coach to identify blind spots and biases that impact their effectiveness. 

Cultivating empathy and compassion

Enabling a coach to reconnect to their spiritual beliefs within their practice may also support their ability to be empathic and compassionate.

These two qualities, so often related to spirituality (though by no means exclusively) can enable coaches to better understand and support their clients, fostering deeper and more meaningful relationships based on shared humanity.

Improved coaching practice

Coaches who incorporate spirituality into their practice may experience a heightened ability to address clients’ spiritual concerns and needs, providing comprehensive support for personal and professional growth. 

Where, perhaps, a coach would fear to tread over the line of faith-based conversations, the ability of the coaching supervisor to role-model this form of unattached curiosity and sensitive enquiry can be powerful for a coach.

By fostering a deepened connection with their clients, coaches can enhance their effectiveness in facilitating transformative change. 

Additionally, the integration of spirituality can help coaches navigate complex ethical dilemmas and challenges that may arise in their practice, promoting ethical decision-making and conduct.

Strengthened coaching supervision relationship

Integrating spirituality into the coaching supervision process can enhance trust and rapport between supervisors and coaches. 

Shared spiritual values and beliefs can create a foundation for open dialogue, promoting honest feedback and reflection. Likewise, recognising difference but with respect and understanding can build bridges emotionally that would otherwise not exist.

This can lead to enriched learning and professional development opportunities for both supervisors and coaches, contributing to a more effective and supportive coaching supervision relationship.

Challenges and Potential Risks of Integrating Spirituality in Coaching Supervision

Despite its potential benefits, incorporating spirituality into coaching supervision also presents challenges and potential risks that must be considered.

These include:

• Ethical considerations
• Overemphasis on spirituality
• The risk of spiritual bypassing

Ethical considerations

Coaches must balance their personal spiritual beliefs with professional boundaries, ensuring that they do not impose their beliefs on clients or create a power imbalance. 

They must also respect the diverse spiritual perspectives of their clients, acknowledging that spirituality may hold different meanings and significance for different individuals. 

This requires both the coach and supervisor to maintain a stance of humility and openness, avoiding proselytisation or imposing spiritual beliefs on others.

Overemphasis on spirituality

Focusing too heavily on spirituality in coaching supervision may lead to the neglect of other important aspects of the coaching process, such as skill development, ethical decision-making, and client-centred approaches. 

Additionally, an overemphasis on spirituality may inadvertently marginalise clients with differing spiritual beliefs or those who do not identify with a specific spiritual tradition. 

This can create feelings of alienation and hinder the development of a trusting coaching relationship.

The risk of spiritual bypassing

Spiritual bypassing is a phenomenon where individuals use spiritual beliefs or practices to avoid confronting and addressing psychological or emotional issues. 

In the context of coaching supervision, the risk of spiritual bypassing may manifest as a coach or supervisor dismissing or minimising a client’s concerns in favour of focusing on spiritual growth. 

This can lead to inadequate support for clients and hinder their personal and professional development.

Strategies for Effective Integration of Spirituality in Coaching Supervision

To successfully integrate spirituality into coaching supervision, it is essential to establish clear boundaries and guidelines, cultivate spiritual competence, and utilise appropriate spiritual interventions.

These include:

1. Establishing clear boundaries and guidelines
2. Cultivating spiritual competence
3. Using appropriate spiritual interventions

Establishing clear boundaries and guidelines

Defining the role of spirituality in the coaching supervision process is crucial to ensure that it is integrated effectively and ethically. 

This involves developing ethical guidelines for addressing spiritual issues, such as respecting clients’ autonomy, maintaining professional boundaries, and obtaining informed consent. 

By establishing a clear framework for incorporating spirituality, coaches can ensure that it is used to enhance the coaching supervision process rather than detract from it.

Cultivating spiritual competence

Engaging in ongoing spiritual development and education can be a useful process for coaches and supervisors who wish to integrate spirituality into their practice. Whilst it is not essential, since unattached curiosity and respect are the true foundations, it can certainly enhance the more deliberate use of spirituality in supervision. 

This may involve participating in workshops, attending conferences, or engaging in personal spiritual practices, such as meditation or journaling. 

Developing cultural and spiritual sensitivity is also crucial, as it enables coaches to understand and respect the diverse spiritual perspectives of their clients. 

Regular supervision and peer consultation can further support coaches in developing their spiritual competence, providing opportunities for reflection, feedback, and growth.

Several books have been written on the theme of spiritual intelligence and related topics – these are listed as references.

Using appropriate spiritual interventions

Identifying clients’ spiritual needs and preferences is essential for selecting appropriate spiritually-informed coaching techniques. 

This may involve discussing spirituality openly with clients, exploring their beliefs and values, and understanding how these influence their personal and professional lives. 

Integrating spiritually-informed coaching techniques, such as mindfulness exercises, visualisation, or values clarification, can support clients in addressing spiritual concerns and fostering personal growth. 

Evaluating the effectiveness of spiritual interventions in the coaching process is also important, ensuring that they contribute positively to clients’ outcomes and align with their goals and preferences.

Conclusion

The role of spirituality in coaching supervision is multifaceted and complex, offering both benefits and challenges for coaches and their clients. 

By understanding the impact of spirituality on the coaching supervision process, coaches can better address the diverse needs of their clients and promote meaningful, transformative change. 

It is essential to approach the integration of spirituality with sensitivity, ethical consideration, and a commitment to ongoing professional development. 

By doing so, coaches can harness the power of spirituality to enhance their practice, deepen their relationships with clients, and contribute to the growth and development of the coaching profession as a whole.

Books on Spiritual Intelligence and Related Topics

Spiritual Intelligence: The Ultimate Intelligence – Danah Zohar and Ian Marshall

“The Power of Spiritual Intelligence” – Tony Buzan

SQ21: The Twenty-One Skills of Spiritual Intelligence by Cindy Wigglesworth

The Mindful Leader: Awakening Your Natural Management Skills through Mindfulness Meditation – Michael Carroll

Introduction

Mindfulness has played a significant role in coaching for several years now with a number of books on the topic attesting to its popularity in the coaching profession.  

Yet is not so often discussed in relation to coaching supervision.

Integrating mindfulness practices into coaching supervision can, however, enhance the effectiveness and impact of supervision sessions. 

This article aims to provide an overview of mindfulness, examine its role in coaching supervision, and explore practical techniques for integrating mindfulness practices into supervision sessions.

A Brief History of Mindfulness

Mindfulness, with roots in ancient Buddhist meditation, has gained significant recognition in modern psychological practice. 

Its journey from its origins in Buddhism to its current status as a widely-accepted psychological practice can be largely attributed to the pioneering work of Jon Kabat-Zinn. 

Kabat-Zinn, a molecular biologist by training, became interested in the potential of mindfulness meditation to alleviate suffering and enhance well-being after attending a meditation retreat led by Zen teacher Seung Sahn.

In 1979, Kabat-Zinn founded the Stress Reduction Clinic at the University of Massachusetts Medical School. Here, he developed the Mindfulness-Based Stress Reduction (MBSR) program, an eight-week course designed to teach mindfulness meditation to patients with chronic pain and stress-related disorders. MBSR combined traditional Buddhist mindfulness practices with elements of Western psychology and medicine, providing a secular and accessible approach to mindfulness that could be integrated into mainstream healthcare settings.

Kabat-Zinn’s work on MBSR sparked a surge of interest in the scientific community, leading to a growing body of empirical research investigating the effects of mindfulness meditation on various aspects of physical and psychological well-being. 

His seminal book, “Full Catastrophe Living” (1990), further popularised mindfulness, detailing the MBSR program and providing practical guidance for cultivating mindfulness in everyday life.

Following the success of MBSR, other mindfulness-based interventions emerged, such as Mindfulness-Based Cognitive Therapy (MBCT), developed by Zindel Segal, John Teasdale, and Mark Williams. MBCT integrated mindfulness practices with cognitive-behavioural therapy techniques, demonstrating effectiveness in preventing relapse in individuals with recurrent depression (Segal, Williams, & Teasdale, 2002).

The adoption of mindfulness practices in Western psychology can be seen as a testament to the pioneering efforts of Jon Kabat-Zinn and other researchers who recognizsed the potential of ancient Buddhist teachings to address modern psychological challenges. 

Through their work, mindfulness has been transformed from a spiritual practice to a widely accepted, evidence-based approach that continues to shape the fields of mental health, coaching, and professional development.

Some Key Mindful Practices

Mindfulness refers to the non-judgmental awareness of one’s thoughts, feelings, and bodily sensations in the present moment. 

This mental state can be achieved through various practices, each with its unique approach to cultivating mindfulness.

Mindful breathing

This foundational practice involves focusing on one’s breath as it flows in and out of the body. By directing attention to the breath, practitioners can anchor themselves in the present moment, allowing thoughts and emotions to come and go without judgement. This practice can be performed sitting, standing, or lying down, and helps to develop concentration and calmness.

Body scan meditation

This practice encourages individuals to systematically bring their attention to different parts of the body, from the top of the head to the tips of the toes. By doing so, they can become more aware of bodily sensations and develop a deeper connection with their physical selves. This heightened body awareness can contribute to stress reduction and relaxation.

Loving-kindness meditation

Also known as “metta” meditation, this practice involves generating feelings of love and compassion for oneself and others. By repeating phrases such as “May I be happy, may I be healthy, may I be safe,” practitioners cultivate an attitude of kindness and empathy, leading to improved emotional regulation and interpersonal relationships.

Walking meditation

This form of mindfulness practice involves being fully present and attentive to one’s body and surroundings while walking. By focusing on each step, the movement of the body, and the sensation of contact between the feet and the ground, individuals can experience a deeper sense of connection with the present moment and their environment.

Mindful eating

This practice involves paying close attention to the experience of eating, such as the taste, texture, and smell of food, as well as the feelings of hunger and fullness. Mindful eating can help individuals develop a healthier relationship with food, enhance the enjoyment of meals, and reduce overeating or emotional eating.

Mindfulness and Non-Attachment

A core principle of mindfulness is that of non-attachment.  

This refers to the ability to observe one’s thoughts and emotions without becoming overly identified or attached to them. It is often described as the opposite of clinging to experiences or desires, allowing individuals to experience a sense of spaciousness and freedom from mental and emotional attachments.

Non-attachment is rooted in Buddhist philosophy, where it is considered a crucial component of the path to liberation from suffering. In Buddhist psychology, attachment is viewed as the root cause of suffering, as it leads to a constant cycle of craving and aversion that creates emotional turbulence and distress.

In mindfulness practice, non-attachment involves observing thoughts and emotions as they arise, without getting swept up, or becoming attached to, them. This requires cultivating an attitude of curiosity and openness towards one’s experience, rather than trying to control or avoid it. By developing this ability to observe experiences without attachment or judgement, individuals can cultivate greater self-awareness, acceptance, and equanimity.

Non-attachment is often misunderstood as a call for emotional detachment or disconnection from experiences. However, non-attachment does not mean being indifferent or uncaring towards one’s experience, but rather cultivating a sense of non-reactivity and non-judgment towards it. Non-attachment can help individuals approach their experiences with greater clarity and balance, leading to enhanced emotional regulation, resilience, and well-being.

Summary of Mindfulness

Practising mindfulness has been associated with various benefits, such as enhanced self-awareness, emotional regulation, reduced stress and burnout, and improved concentration and decision-making. 

These practices provide individuals with tools to navigate the complexities of daily life, fostering greater well-being and resilience. By integrating mindfulness into coaching supervision, both supervisors and coaches can reap these benefits, enhancing their professional practice and personal growth.

Integrating Mindfulness in Coaching Supervision

The integration of mindfulness in coaching supervision can serve multiple purposes. 

Firstly, it strengthens the supervisory alliance by fostering trust, openness, and empathy. 

Secondly, it promotes reflective practice by encouraging coaches to be present, non-judgmental, and curious about their experiences. 

Lastly, it enhances self-care for both supervisors and coaches by facilitating stress reduction and emotional regulation.

Integrating Mindful Practices in Coaching Supervision

Several mindfulness techniques and practices can be applied in coaching supervision, each contributing uniquely to the supervisory process. 

These practices can be adapted to suit the needs and preferences of individual coaches and supervisors, providing a personalised approach to mindfulness integration.

1. Focused breathing: Incorporating focused breathing exercises at the beginning, middle, or end of coaching supervision sessions can create a sense of calm and focus for both supervisors and coaches. This practice encourages presence and attentiveness, enabling participants to engage more deeply in discussions, reflections, and problem-solving.
2. Body scanning: Supervisors can introduce body scanning exercises to help coaches develop greater self-awareness and attunement to their physical and emotional states. By becoming more in tune with their bodily sensations, coaches can gain insights into how their emotions and thoughts manifest physically, allowing them to address these aspects more effectively during supervision sessions.
3. Mindful listening and communication: Mindful listening involves being fully present and attentive while another person speaks, without judgement or interruption. Supervisors can model and encourage mindful listening during sessions, fostering a supportive and empathetic environment where coaches feel heard and understood. Mindful communication, on the other hand, involves expressing thoughts and feelings with clarity and non-judgmental awareness. Developing these skills can enhance the quality of dialogue and feedback during coaching supervision sessions.
4. Mindful reflection and journaling: Supervisors can encourage coaches to engage in mindful reflection by asking open-ended questions that prompt exploration of thoughts, feelings, and experiences without judgement. This practice can help coaches gain deeper insights into their work with clients, as well as their own personal growth and development. Journaling can be incorporated as a complementary tool, providing coaches with a space to document their reflections and track their progress over time.
5. It should be said that the coaching supervision can, of course, do all of these practices for themselves too, allowing greater access to their own feelings and experiences which add to their ability to use themselves as part of the supervisory system (the Eye 6 of the 7 Eyed Model).

By integrating these mindfulness practices into coaching supervision, supervisors can create an environment that fosters deeper self-awareness, emotional regulation, and reflective practice for both themselves and their coaches. 

These techniques can enhance the overall effectiveness of coaching supervision, resulting in more meaningful and productive sessions that support the ongoing professional development of coaches.

Non-Attachment in Coaching Supervision

Non-attachment can also be used as an approach within coaching supervision to cultivate a more mindful and compassionate supervisory relationship, and to support coaches in developing their own non-attachment skills.

Cultivating a mindful and compassionate supervisory relationship: 

Non-attachment can help supervisors approach coaching supervision with a sense of openness, curiosity, and non-judgment. By cultivating a mindful and compassionate supervisory relationship, supervisors can create a supportive and non-threatening environment for coaches to explore their experiences and challenges. They can encourage coaches to approach their coaching practice with a non-judgmental and curious mindset, promoting a more collaborative and growth-oriented approach to coaching.

Supporting coaches in developing their non-attachment skills

Supervisors can also use non-attachment as a guiding principle when supporting coaches in developing their own non-attachment skills. They can encourage coaches to develop a more mindful and observant attitude towards their thoughts, emotions, and experiences, without becoming overly attached to them. Supervisors can help coaches explore their experiences with a sense of curiosity and acceptance, rather than judgement or criticism.

Encouraging self-reflection

Self-reflection is an important aspect of developing non-attachment skills. Supervisors can encourage coaches to reflect on their experiences and explore their emotional responses to challenging situations without becoming overly attached to them. By doing so, coaches can develop greater self-awareness and emotional regulation skills, which can help them approach their coaching practice with a more non-judgmental and equanimous mindset.

Incorporating non-attachment as an approach within coaching supervision can help coaches develop their mindfulness skills, enhance their emotional regulation and resilience, and promote a more collaborative and growth-oriented coaching practice. By cultivating a more mindful and compassionate supervisory relationship, supervisors can create a supportive and non-judgmental environment for coaches to explore their experiences and challenges.

Overcoming Barriers to Mindfulness Integration

To integrate mindfulness practices into coaching supervision effectively, it is important to prepare the environment  by creating a comfortable physical and emotional space. In addition, where necessary, contracting for the approach the supervisor is taking. Supervisors should introduce mindfulness practices to coaches by clarifying objectives and expectations, providing resources and guidance.

Nonetheless, supervisees might struggle with some parts of mindfulness despite recognising its benefits.

To address the barriers associated with integrating mindfulness into coaching supervision, supervisors can adopt several strategies to enhance the acceptance and effectiveness of mindfulness practices. 

Specifically, they can provide evidence-based information about mindfulness, seek permission, accommodate different learning preferences, and manage time effectively by incorporating short, focused mindfulness exercises within sessions.

Providing evidence-based information about mindfulness

Supervisors can present coaches with empirical evidence supporting the efficacy of mindfulness practices to counter scepticism and misconceptions. Studies have demonstrated the benefits of mindfulness for stress reduction, emotional regulation, and improved cognitive functioning (see below for list of references). By sharing peer-reviewed research and reputable sources, supervisors can foster greater trust in the value of incorporating mindfulness into coaching supervision.

Seek permission

A risk with mindfulness is that the practitioner, in this case the coaching supervisor, may (ironically) become over-attached to mindfulness as a solution and proceed to use it without gaining the supervisee’s permission.  This can be seen when a supervisor attempts to “ground” a supervisee at the stare of a session by asking them to take some deep breaths.  Without permission and agreement, the can be counterproductive and make it harder to reap the benefits of mindfulness.

Accommodating different learning preferences

Coaches may have diverse learning preferences and styles, which can impact their receptiveness to mindfulness practices. 

To address this, supervisors can offer a variety of mindfulness exercises, allowing coaches to explore and select practices that resonate with their preferences. For instance, some coaches may prefer movement-based mindfulness practices (e.g., walking meditation or yoga), while others may find greater value in stillness-based practices (e.g., focused breathing or body scanning). 

Supervisors can also adapt their instructional methods, such as providing visual aids, audio recordings, or written materials to cater to different learning styles.

Managing time effectively

Time constraints can be a significant barrier to incorporating mindfulness practices into coaching supervision sessions. 

To help with this, supervisors can integrate short, focused mindfulness exercises that can be easily incorporated into existing session structures. 

For example, a 3-minute focused breathing exercise at the beginning of a session can help set the tone for presence and attentiveness without requiring substantial time investment. 

Additionally, supervisors can encourage coaches to practise mindfulness independently, outside of sessions, and provide support in developing a sustainable, time-efficient mindfulness routine.

Assessing the Impact of Mindfulness Practices

Evaluating the effectiveness of mindfulness integration is crucial for refining and adjusting practices. However, assessing its impact on coaching supervision can be challenging since it involves subjective experiences and outcomes that can vary widely between individual coaches and supervisors. 

However, there are several ways that a supervisor can assess the impact of mindfulness on coaching supervision, including:

Gathering feedback from coaches

One of the most direct ways to assess the impact of mindfulness on coaching supervision is to gather feedback from coaches who have incorporated mindfulness practices into their coaching practice. 

This can be done through regular check-ins, surveys, or focus groups, where coaches can provide their perspectives on the benefits and challenges of incorporating mindfulness into their coaching practice, and how it has impacted their professional development.

Monitoring changes in coaching practice 

Another way to assess the impact of mindfulness on coaching supervision is to monitor changes in coaches’ coaching practice over time. 

This can involve tracking changes in their coaching style, approach, or effectiveness, and identifying any changes that may be attributed to the incorporation of mindfulness practices. 

Supervisors can observe coaches in coaching sessions or review recorded coaching sessions to identify any changes or improvements in their coaching practice.

Using validated measures

There are several validated measures available that can be used to assess the impact of mindfulness on well-being, emotional regulation, and cognitive functioning. 

Supervisors can use these measures to assess changes in coaches’ mental health, stress levels, or cognitive functioning, before and after incorporating mindfulness practices into their coaching practice. 

Examples of validated measures include the Mindful Attention Awareness Scale (MAAS), the Perceived Stress Scale (PSS), and the Five Facet Mindfulness Questionnaire (FFMQ).

Comparing with other coaching supervision approaches

Finally, supervisors can compare the impact of mindfulness on coaching supervision with other coaching supervision approaches, such as traditional or cognitive-behavioural approaches. 

This can involve identifying differences in outcomes or effectiveness between coaches who have incorporated mindfulness practices into their coaching practice and those who have not. 

By comparing the impact of mindfulness with other approaches, supervisors can gain a deeper understanding of the potential benefits and limitations of incorporating mindfulness practices into coaching supervision.

Conclusion

Integrating mindfulness practices into coaching supervision offers numerous benefits, including enhanced self-awareness, reflective practice, and self-care. Supervisors and coaches are encouraged to explore and adopt mindfulness practices as part of their professional development. 

As the field of coaching supervision continues to evolve, mindfulness practices are likely to play an increasingly important role in fostering growth and enhancing the effectiveness of coaching supervision.

References

• Kabat-Zinn, J. (1990). Full catastrophe living: Using the wisdom of your body and mind to face stress, pain, and illness. Delacorte Press.
• Segal, Z. V., Williams, J. M. G., & Teasdale, J. D. (2002). Mindfulness-based cognitive therapy for depression: A new approach to preventing relapse. Guilford Press.
• Kabat-Zinn, J. (2003). Mindfulness-based interventions in context: Past, present, and future. Clinical Psychology: Science and Practice, 10(2), 144-156.
• Baer, R. A. (2003). Mindfulness training as a clinical intervention: A conceptual and empirical review. Clinical Psychology: Science and Practice, 10(2), 125-143.
• Brown, K. W., & Ryan, R. M. (2003). The benefits of being present: mindfulness and its role in psychological well-being. Journal of Personality and Social Psychology, 84(4), 822-848.
• Crane, R. S., Brewer, J., Feldman, C., Kabat-Zinn, J., Santorelli, S., Williams, J. M. G., & Kuyken, W. (2017). What defines mindfulness-based programs? The warp and the weft. Psychological Medicine, 47(6), 990-999.
• Grossman, P., Niemann, L., Schmidt, S., & Walach, H. (2004). Mindfulness-based stress reduction and health benefits: A meta-analysis. Journal of Psychosomatic Research, 57(1), 35-43.
• Hayes, S. C., Strosahl, K. D., & Wilson, K. G. (1999). Acceptance and Commitment Therapy: An experiential approach to behavior change. Guilford Press.
• Hick, S. F., & Bien, T. (2008). Mindfulness and the therapeutic relationship. Guilford Press.
• Keng, S. L., Smoski, M. J., & Robins, C. J. (2011). Effects of mindfulness on psychological health: A review of empirical studies. Clinical Psychology Review, 31(6), 1041-1056.
• Passmore, J., & Marianetti, O. (2007). The role of mindfulness in coaching. The Coaching Psychologist, 3(3), 131-137.
• Siegel, R. D., Germer, C. K., & Olendzki, A. (2009). Mindfulness: What is it? Where did it come from? In F. Didonna (Ed.), Clinical Handbook of Mindfulness (pp. 17-35). Springer.
• Silsbee, D. (2010). The Mindful Coach: Seven roles for helping people grow. Jossey-Bass.
• Williams, J. M. G., & Penman, D. (2011). Mindfulness: A practical guide to finding peace in a frantic world. Hachette UK.

These resources cover a range of topics related to mindfulness, including its theoretical foundations, practical applications, and benefits for well-being, as well as specific guidance on incorporating mindfulness into coaching and supervisory contexts. By exploring these references, supervisors and coaches can deepen their understanding of mindfulness and its potential to enhance professional practice and personal growth.

Introduction

Coaching supervision has emerged as a vital element in the professional coaching landscape, providing an important support system for coaches to grow their skills, maintain ethical standards, and manage their own wellbeing. 

As the demand for coaching services grows and diversifies, so too does the need for robust supervision practices. 

This article explores the growing importance of coaching supervision and how it contributes to the success and sustainability of the coaching profession.

The Context for Coaching Supervision

The coaching profession has experienced huge growth and diversification over the last 30 years. From humble beginnings as a methodology for helping individuals tap into their own solutions, it has become a worldwide profession, recognised as a discipline in its own right.

The increased demand for professional coaching services that followed, and the growth of the coach training industry, led to the emergence of various coaching specialties, such as executive coaching, life coaching, career coaching, health coaching, and many more. 

Alongside this, as the coaching profession expanded globally, coaches have increasingly been required to navigate different cultural contexts and address a wider range of client needs. There are now very few countries without a growing coaching presence – it is truly a global phenomenon.

All of this brings challenges of quality assurance, professionalism, and ethical considerations of the impact of a growing body of coaches on individuals and organisations around the world.

It is to address this, that supervision has developed over the last twenty or so years, emulating, yet differing from, the clinical supervision practices of therapies, social work and other helping professions.

The Development and Growth of Coaching Supervision 

Coaching supervision first gained recognition in the late 1990s and early 2000s as the coaching profession began to experience rapid growth and diversification. 

As the demand for coaching services increased, the need for a structured system of support for coaches in their professional development and ethical practice became evident. 

Over the last 20 years, coaching supervision has grown considerably, evolving from a niche area within the coaching industry to a widely recognised and valued aspect of professional coaching practice. 

This growth has been accompanied by the inclusion of supervision as a core criteria in the credentialing of coaches by the likes of the European Mentoring and Coaching Council (EMCC), and the Association for Coaching (AC) and recognition of its value as CPD by the International Coaching Federation (ICF).

As a result, coaching supervision is fast becoming an integral part of the coaching landscape, ensuring the continuous development, ethical practice, and effectiveness of coaches worldwide.

The Impact of Coaching Supervision on Coaching Quality and Effectiveness

One of the most critical roles coaching supervision plays is in enhancing the quality and effectiveness of the coaching provided by individual coaches and coaching teams. 

In the early days of coaching, this role lay with the coaching schools that provided the initial training.  However, once coaches qualified, this support almost invariably dropped away as the coaching schools focused their attention on new cohorts of learners and coaches forged their individual coaching careers..  

What was lacking in the profession was a structure for ongoing coach development that existed beyond the initial coach training.

And this, of course, led to the emergence of coaching supervision.  

Supervision supports coaches in honing their skills and competencies by creating a space to explore their work, gain constructive feedback, explore new skills, and identify areas for growth. 

Coaching supervision also pays close attention to ethical practices, both by promoting adherence to professional standards and guidelines and by helping coaches to identify subtle yet challenging ethical dilemmas that they may be facing. 

From a wider perspective, supervision aims to foster greater reflective practice, encouraging coaches to engage in continuous professional development and remain current with emerging trends and research in the field.

The Role of Coaching Supervision in Supporting Coach Wellbeing

Coaching can be emotionally demanding, and coaches are not immune to the stress and challenges that come with supporting others. 

Coaching supervision plays an important role here too in promoting coach’s wellbeing, addressing the emotional demands of coaching, providing a space for coaches to process their experiences and emotions, and supporting them in developing effective coping strategies. 

Supervision also helps prevent burnout by promoting self-care and enabling coaches to maintain a healthy work-life balance.

Given that mentoring for coaches focuses almost exclusively on meeting competencies of the profession, this is a hugely important addition to the support offered to coaches.

The Benefits of Coaching Supervision for Organisations and Clients

Coaching supervision has a direct impact on the satisfaction and success of clients and organisations. 

By improving coaching quality and effectiveness, supervision leads to better coaching outcomes, resulting in higher client satisfaction and more significant benefits for organisations. 

Coaching supervision also contributes to a culture of accountability and professionalism, ensuring that coaches deliver services in line with best practices and ethical standards. 

This, in turn, supports organisational growth and development by fostering a coaching culture that drives performance and employee engagement.

Indeed, so important is supervision becoming in the bid for greater effectiveness, that many organisations will now only employ coaches who can demonstrate regular and ongoing supervision.  

The Increasing Need for Accreditation and Professionalisation of Coaching Supervision

As the coaching profession evolves, the need for accreditation and professionalisation of coaching supervision becomes more pressing. 

Accreditation bodies, such as the EMCC and the Association for Coaching, play an essential role in promoting and maintaining high standards for coaching supervision and offer thorough competency frameworks to support this.

At the time of writing this article, the ICF is engaged in a consultation with members to establish best practice in coaching supervision.

The growing demand for accredited coaching supervisors highlights the importance of formal training and development in building coaching supervision competencies.

To support the profession, the Association of Coaching Supervisors was established with a view to promoting supervision as a practice and exploring what works to make supervision as effective as possible.

The Future of Coaching Supervision

There is no doubt that coaching supervision is here to stay.  

Indeed, its place in the profession is only becoming stronger.

A clear example of this is in the inclusion of the necessity for supervision as a criteria for being credentialed as a team coach by the International Coaching Federation.  This seems to indicate the direction of travel for the world’s largest professional coaching association which, until recently, placed more emphasis on mentor coaching rather than supervision.  It seems that supervision is well and truly part of their vision.

As well as the increasing recognition given to it, the future of coaching supervision will be shaped by emerging trends and challenges in the coaching profession. 

Technology, for example, has the potential to transform the way coaching supervision is conducted, with new tools and platforms making remote and virtual supervision the norm.  In addition, AI-based software has been developed that enables supervisors and their supervisees to quickly analyse video recordings of coaching sessions by identifying critical moments during the session.

As the coaching profession continues to grow and evolve, coaching supervision must also adapt to stay relevant and effective in supporting coaches and clients.

Conclusion

In conclusion, the growing importance of coaching supervision in the coaching profession cannot be overstated. 

As a critical support system for coaches, supervision contributes to the success and sustainability of the coaching profession by enhancing coaching quality, promoting ethical practice, and fostering continuous professional development. 

By embracing and investing in coaching supervision, coaches, supervisors, and organisations can pave the way for a brighter future in the coaching profession, marked by excellence, integrity, and meaningful impact.

By recognising and prioritising the need for coaching supervision, stakeholders in the coaching field can ensure that they are providing the best possible services to clients and fostering an environment that supports coach development and well-being.

As the coaching profession continues to grow and evolve, it is essential to maintain a focus on the importance of coaching supervision in driving positive outcomes for coaches, clients, and organisations.

To stay relevant and effective, coaching supervisors must remain agile, adaptable, and open to embracing new trends and technologies. 

As new challenges and opportunities arise in the coaching landscape, supervisors must be prepared to navigate these changes and support coaches in doing the same. 

By fostering a culture of continuous learning, reflection, and growth, coaching supervisors can ensure that the profession remains responsive to the needs of clients and organisations in a rapidly changing world.

A topic I find very exciting and want to address in this article is how supervisors can work with and support direct communication of coaches in supervision.  Right from the beginning of my business coaching studies it seemed to be the most contradictory or misunderstood area of coaching. 

I come to coaching from the fields of competitive ballroom dancing and management consulting. I always found it fascinating how coaching (and supervision) relationships are compared to ‘two parties dancing together’, yet telling things to the client, sharing opinions, bringing in a new aspect or information was regarded as, and compared to consulting, and as such, something somewhat frowned upon in coaching. 

I learned from sports and working with sports people that communication is action-reaction, and even leading-following cannot be interpreted without the follower leading some movements, and the leader cannot lead without following the follower.

As I completed more and more studies in the realms of individual and team coaching, and later mentoring, and as I started teaching, training and mentoring future or fellow coaches, the question only became more complex and detailed. 

The more mentoring processes and workshops I completed (as mentee, mentor, participant or facilitator), the more clear it became that there are coaches who are comfortable with direct communication, and there are coaches who withdraw or refrain from using this competence, as they feel it is ‘telling the client what to do’ and a ‘coach should only ask questions since the client has all the answers’.

I started investigating where this might come from, as it was not clear whether it was a certain type or characteristic of the coaching personality, school or approach, or the previous background of the coaching professionals. 

Then when I was trained to be an assessor for the ICF, I learned a lot more about this competency, and throughout the assessment of performance recordings, I experienced a broad range of interpretations of this competence. I could bring this back to my mentoring and supervision practice and I started testing my theories about how coaches interpret and apply direct communication in their coaching work, and what beliefs, hypotheses or limitations there might be in them as to why or why not to use this competency. 

To explore this area of coaching I took a three-pronged approach that included;

• A deep analysis of  the coaching competencies, PCC markers, and various ICF-related assessment documents.
• A reflective journey across the professional workshops and conversations I conducted over the years with fellow coaches< peers< mentors and coach trainers
• An exploration of the 1000+ mentoring, supervision, and assessment hours of experience with 200+ clients in the capacity of an ICF registered mentor since 2015< trainer, mentor, supervisor at Budapest Metropolitan University Business Coach / Business and Team Coach

The coaching stance includes concepts such as facilitating, partnering, supporting, working with, and promoting – all very active words and actions from the coach, which cannot be achieved without the direct communication of the coach.

When investigating this topic during workshops or during mentoring and supervision engagements I always ask the mentees, what they think about how to achieve this with the client? How will their work be more than a good deal of brainstorming or nodding to the client’s thinking out loud, and how will all this be turned into some kind of action, realized change or development for the client? Or, indeed, if the client is on a complete dead-end false track, is our work as coaches to witness and assist in that? (My extreme example is, let’s say, the client who hates their boss so much they want to kill them. Should we discuss this and plan when, and with what tool to kill them and what the client will do with the body? Or do we bring in the insight that they might actually end up in prison and maybe there are other ways to approach the whole situation?! To a classic ‘follower’ coach this later is giving advice and not following the agenda of the client.)

And here is exactly where I found the difference between the approach of different coaches.

The phenomenon in question is more or less the same: 

How do we follow the client’s agenda, and how much do we interfere / put in content / influence the client? 

But within the ‘more or less’ there are already a lot of interesting areas to explore: the difference between following the agenda / interfering / putting in content / influencing, and where this value set or interpretation of the coach’s approach comes from. 

What lies behind the phenomenon is the real question here…

Supervision, the approach of the supervision – working with the ‘who’, the professional persona of the coach, how the coach is part of the coaching work – gave me a lot of insight to this question and helped me move away from the level of ‘Where do coaches bring this from? Why do they not understand there is no reaction without action first?’ – more my coach trainer hat. It also made me able to enter their world and start investigating what beliefs and concepts exist in the thinking of the coaches / coach students. 

Learning to apply self-reflection and gaining insights from different lenses and aspects of supervision began to outline a path. I started to understand on a deeper level how coaches coming from different training backgrounds yet all building from the same ICF and/or EMCC coaching competencies, could interpret and work with this competency or area in so many different ways. The key was clearly to look inside and beyond how we think, function, do or job as coaches.

The learning

By reflecting deeply on all this I came to certain conclusions and suggestions as to how we might better understand the challenges around direct communication in coaching and how supervisors might work with them.

Training bias of coaching vs consulting

One of the most experienced insights from coach training / mentoring / supervision clients was: ‘This is what we were told at the training, a coach is only asking questions, and not telling the client what to do / giving advice…’ 

I find this rather destructive for coaches in the training programs as one of the most important tools that enables us as professionals to move the client out of their own circles or sometimes traps of their thinking is taken away from them… And for many it takes years of working on their coaching skills to shift it and be more effective coaches.

Supervision work and resolution: 

Discussing the interpretation of direct communications, playing with what to do and what the potential outcomes can be a great eye opener and later gives the foundations or safe space to look into how the coach themselves is with direct communication – making an impact, interacting with the client, entering and moving together in the client’s world. The concept of the Seven-eyed-model is most useful in this work.

The fear and insecurity of coaches to interfere and make an impact

A second area I encounter is a fear or insecurity of the coach to make an impact that can be attributed directly to them. 

To work with people, enter their world, learn about their questions, insecurities, problems and often secrets is central to coaching work. It can also be attractive and tempting to be such a trusted person.  

Yet at the same time this brings with it the responsibility and often the heavy burden of keeping confidentiality, not being allowed to talk about, or share what we have been told.  Furthermore, there is the even greater responsibility that whatever intervention we make with our clients (even just listening and not doing anything more is huge as clients might have never ever before talked or thought about the given topic ever before) is making an impact, and every impact has consequences that the client must live with.

This in my experience is often reflected in a form of balancing between coach and client. It is a power-game, as everything we do as coach or as client results in an action and reaction, yet this power or energy is necessary to create impetus or movement, development, steps ahead. I deliberately used the expression of power-game as insecure coaches experience this energy as a power (with a more negative added tone to it).

Supervision work and resolution: 

One of the ways to resolve this is to work on the competencies of the coach, how the competencies can be understood, relearned, or recalibrated and applied differently to result in the coach holding the tool in their hands and using them as needed instead of having a tool that they are scared of to use. 

Using more prescriptive and informative interventions during the supervision work also gives a first-hand experience on how these interventions can be used to create clarity rather than lead the client. 

Another aspect of resolution could be the OK Corral of TA to use and learn insights how that is represented in the coaching relationship with the client.

Motivation for the helping profession

Very much connected to the same area discussed above, yet coming from a different source (although nicely connected/contradicted to the insecurity) is the motivation of the coach. 

The motivation or drive to be useful or be of help for the client. The wanting to help, to make a difference, to support can result in very many biases in our coaching work.

One of the most dangerous ones is when a coach wants to help the client see they have the answer to the detriment of the client’s experience. The coach might insist the client has all the answers with statements such as ‘You have the answers to your questions, it is all there in you, I am only here to provide a safe space for you.’ 

I won’t go deeper into the realms of this bias, but it is not uncommon in our profession, and serves the satisfaction of the coach, rather than the development of the client.

Supervision work and resolution: 

The cases where I have encountered this issue typically involved an unconscious drive on the part of the practitioner and was resolved once shedding light on this phenomenon and gaining awareness of it. 

Ways of shedding light on it could be using the OK Corral and the Drama / Winner Triangle of TA and the Seven-Eyed-Model for exploring the wider context and effects.

Blind Spots vs Resistance

A fourth area I found led to a lack of direct communication was where coaches struggle with not seeing the difference between working with blind spots and working with resistance in the client. 

As helping professionals, we are very aware of ‘resistance to change’ and it is widely discussed in training programs and tutorials. When starting our work as coaching professionals, both in individual and group/team coaching we stretch ourselves to challenge the client to move outside their comfort zone, which typically creates some tension and risk.  If and when things don’t work out as we hoped or planned, the answer is seemingly simple: the client is resisting us. 

However, whilst this may be the case, often it is simply that the client has a blind spot.  In such a case, we cannot necessarily simply work with the assumption that the client has the answer – they don’t.  The coach’s conviction that the client is responding from a place of resistance rather than unknowing can lead them to fail to communicate directly what they are seeing.

Supervision work and resolution: 

Here the supervisor might use an informative intervention to share the possibility that the client has a blind spot and needs more from the coach, helping the coach reflect on how this can be tackled in the coaching and even pointing out the potential parallel process to have a first- hand experience above blind spots and resistance.

Conclusion

Besides the suggestions above the ultimate conclusion for me distilled to: 

How can we want to do something without actually doing something? 

What use are we as coaches (or any helping professional) if we skip one of the three core things we can support our clients with: listen actively/ask powerful questions /communicate directly? 

All three are vital in order to provide the full scale of our competencies and be there for our clients.

And what better way to address Direct Communication than to use the competency itself: address the topic in supervision when it feels it is somehow missing, invite the supervisee to reflect, explore and gain insights about it and let them see if there are any further things to with it. 

And be daring to communicate directly as supervisor and support coaches to step out there where they would not go alone.

One of my favourite writers in talking professions is the existential psychotherapist, Irvin Yalom. I’ve read all his works and loved them all.

Often, whilst reading his case studies, I would think to myself, “this is essentially coaching” (or maybe coaching is essentially existential psychotherapy) but then suddenly there will be a moment where he draws a conclusion based on everything he has been hearing.  He will ask the client for their own sense of what might be going on (his favourite phrase being the beautifully simple “what’s your hunch?”) but at some point, almost inevitably, he offers a form of existential diagnosis – “aha! this is a fear of death!” you can almost hear through his sentences.  And at each moment, I think, “ah! There’s that difference between Yalom’s therapy and coaching!”

I am in no way generalising from this about all therapy and the level of diagnosis in general but what it brought home to me time and again is the very clear position coaching takes on this.

We do not diagnose. We do not tell the client what’s what.

Or, at least…the position of the profession is that we do not diagnose.

Coaches are human though and can fall foul of the need to know, to make sense of, to define, to describe, to get clear, to pin down or otherwise to bring order to confusion by stepping into the expert role.

I recall a coach sharing with me that whenever she had a client with a complex issue, she would go off and read all the literature she could get her hands on to understand what might be causing the it and what the solution might be.  Whilst this may indeed be useful and it might provide a greater understanding of where to shine the light, the risk is that the coach becomes the diagnostic expert and the solutions provider.

This is more frequent that one might think and comes up a great deal in supervision.

The coach shares something that makes the supervisor’s ears prick up and the “diagnosis-warning” radar ping!

How is diagnosis problematic in coaching?

At one level, we could say that diagnosis – ie. the coach owning the process of labelling or naming what is going on and telling the client their interpretation as though it were a fact – is simply not coaching.

Coaching is an epistemological position that sees awareness and knowledge as relational and self-situated. So when the coach becomes the source of diagnosis and solution. they are no longer coaching in the truest sense (at least, in relation to current professional norms).

However, we don’t not diagnose simply because it’s against the rules of coaching (see my blog article here on that old chestnut) – we choose not to diagnose, if we’re a coach, because we truly believe in the importance of the client finding their own answers and we recognise our own inherent limitations and biases that make such diagnoses on our part speculative at best and plain wrong at worst.

So, let’s look at how this might be explored in supervision.

The supervisory function

A useful starting point is to understand what the diagnostic approach is a response to and thus the nature of the supervision required.

In other words, what is leading the coach to work in a diagnostic manner?

Is it a lack of knowledge and understanding that diagnosis is not typically part of coaching? If so, this might require a normative discussion.

Or perhaps there is a lack of confidence on the part of the coach resulting from their perception of poor outcomes from their coaching. If so, this might need a more restorative first step.

Or is there a lack of skill or competence in how to be facilitate a client to their own solutions? If so, this might lead to a formative discussion.

Each of these will direct the conversation down a different pathway – though perhaps the paths will converge further on.

Rushing headlong down the “wrong” pathway may prove counterproductive.  A coach whose diagnostic tendency is being prompted by a battered self-confidence might find their confidence dented further if the conversation took an immediately normative rather than restorative or formative direction.

Do the coach and supervisor even agree that this is a problem to be discussed?

Before any of this happens though the coach and supervisor need to be on the same page as to whether this is even something to be explored.

If the coach is oblivious to their diagnosing tendency or sees it as wholly unproblematic then it would be a fruitless discussion to try to immediately explore how it might change.

If the coach hasn’t raised their diagnostic habit themselves, the supervisor might share what they are noticing and offer it for discussion:

“I notice you’ve mentioned how you explain to the client what’s at the root of their challenge and I’m wondering if you often find yourself being the expert and diagnosing the issue?”

A reflection such as this will bring the issue to the surface and allow it to be addressed. Of course, there are many directions this could then go in including curiosity, deflection, agreement, justification, and so and each will lead to a different supervisory conversation.

The coach who is fully aware of what they are doing but sees it as an unproblematic part of their role might be invited to explore this as a normative issue if the supervisor feels it presents a risk to the client, the coach, the wider system or the professional norms.

What’s at the root of the diagnostic approach?

Assuming that the coach and supervisor have agreed that this is a useful inquiry then it would be beneficial to explore what’s at the heart of their tendency to diagnose.  The supervisor might ask questions like:

• What do you feel is behind this tendency to diagnose? – This will open up the conversation in a way that allows the coach to share whatever comes up.
• How do you feel when offering or presenting your diagnosis? – This might surface the shadow benefits to the coach such as feeling like an expert or feeling useful.
• How do you see this sitting within the coaching framework you operate within? – This will help establish the norms and understanding that the coach has of what is expected of them.
• What’s your belief around the idea that the client can find their own answers? – This can give the coach a chance to be honest and open about some of the assumptions that sit within coaching.

These are just possibilities of course but the key is that we focus first not on how to no diagnose but what’e behind the behaviour in the first place.

From here, there are a myriad questions which could be explored depending on what starts to emerge.

Is it a competency issue?

You could explore how they might help the client find their own answers without diagnosing. You might explore where they get stuck and why being stuck feels problematic.  You could support them to be OK with stuckness and to share that with the client, or to find ways to ask questions that come from curiosity rather than a needing clarity on the right question. You might explore the role of silence and presence over questions or you might explore non-linguistic approaches.

Is it a normative issue?

You might build on the conversation of how the coach perceives coaching and what professional norms they abide by.  You might ask if it’s worth reviewing the competencies and refreshing their understanding. You might explore the impact of diagnosis on the client? You might even check the nature of their insurance which might be predicated on a non-advisory approach.

Is it a restorative issue?

You might allow the coach to share their frustrations with themselves or the limitations they feel about coaching allowing a catharsis of emotion before moving to a formative approach.  You might help the coach remember the times they’ve been effective or to recognise they are on a developmental journey.

It it relational (Eye 3)? Is it systemic (Eye 7)?

Is their diagnostic pattern particular to certain clients or certain systems in which the coach feels compelled to be the expert who diagnoses the issue and saves the day? How might the coach remain true to their principles in the face of those relationships? And how might the coach draw attention to their felt need to be the expert as a reflection of the relationship of system?

Is it simply the coach’s habit and modus operandi for life in general (Eye 4)?

Is this the coach’s default position in life – to be the expert who knows what’s what and are they willing to reflect, to think about the role of a coach, to learn and change?  Do they find it hard to not in-the-know and not in control? Are they used to being the one that sorts stuff out?

Conclusion

As with all supervisory conversations, there is never one path.

It is tempting to think that when a coach presents such and such an issue, we press a particular button and off we go! But supervision, like coaching, is so much more complex, rich and intriguing than that.

One of my common refrains is that when diagnosis starts, coaching stops. Coaching is a place of unknowing, of relational grappling with sense-making but once a coach says, “this is what is going on” then the sense-making stops (or at least, changes to something else).

However, our role as supervisors is not to tell coaches not to do it from a place of authority but to bring awareness to their behaviour, explore what lies behind it and co-create a sense of what it means and what needs to change should they want to change.

Alice: Would you tell me, please, which way I ought to go from here?
The Cheshire Cat: That depends a good deal on where you want to get to.
Alice: I don’t much care where.
The Cheshire Cat: Then it doesn’t much matter which way you go.
Alice: …So long as I get somewhere.
The Cheshire Cat: Oh, you’re sure to do that, if only you walk long enough.

 

Alice in Wonderland by Lewis Carroll

Contracts in Coaching

Contracts can bring up thoughts of dull, bureaucratic, stifling legalise, pointless small print only created to catch you out and an army of solicitors on hand to process it all!

I suspect that’s why many coaches, consciously or unconsciously avoid having meaningful contracting conversations: “Contracting? Can’t I just get on with the coaching?”

So let’s get clear on this, by coaching contract we don’t mean the piece of paper that says how much the coach charges, etc (let’s call the Coaching Agreement).  Instead, it’s the conversation that ensures the coach and client get on the same page as to what the work is and how they’re going to do it.

That’s it.  That’s contracting.

Yet, almost every coaching supervisor quickly sees that the coaching contract is at the heart of effective work.

Coaching contracts and supervision

So with that brief introduction to contracts, how do they feature as a topic in coaching?

In a sense, they are omnipresent – they permeate the work that coaches bring to us as supervisors.

However, they often become figural as an issue when the coach and client (and potentially commissioner) are no longer on the same page, or where they have lost sight of the page altogether and are wondering and wandering aimlessly and confusedly.

If coaching is about helping someone to navigate to a new place (whether that be an external, practical change or an internal shift), it has to be clear what the client wants.

In addition, what the client expects from the coach needs to be clear.  It would be a jolting experience for a client to have a normally challenging and probing coach suddenly switch to a Kleinian Thinking Environment in which they barely said a word other than an encouragement for the client to continue.  This is both the psychological contract and the agreement on how the coach will work.

In my experience as a supervisor, the majority of issues in coaching can be traced back to the contracting, or the incremental movement away from the agreed contract without discussion.

One of my most common questions in supervision is, “What does your client think the work is about? And what do you think the work is about?”

If coach and client are not working in partnership then the coaching and the outcomes will suffer.

Exploring the Coaching Contract in Coaching Supervision

As always, there are endless ways to explore any topic in supervision but, here, the first step is to notice that it is potentially a contracting issue.

The questions I shared above can help with this: “What does your client think the work is about? And what do you think the work is about?”

But you might also go straight to the question: “What have you contracted for?”

An Eye 1 enquiry might ask, “What is the client expecting of you?” “Or what are they hoping for?”

An Eye 2 might explore how the contracting was done, how clear was the process or the outcome of that phase of the coaching.

Perhaps Eye 5 will reveal that the supervision itself lacked clarity and the supervisor and coach might reflect on how rushed into the work, paralleling what was happening elsewhere.

An Eye 7 enquiry might seek to explore whether there is a systemic issue that is causing a rush to do the work versus getting clear on the outcome.  Or it might start to surface a more systemic lack of clarity within an organisation or the client’s life.

(Click here for more on the 7 Eyes of Supervision)

The avenues for exploration are endless, but ultimately the coach needs to do something to get the work back on track.

Finding Solutions to Contracting Issues in Supervision

Almost invariably coaches know (or at least feel) when they are out of contract.  They are confused, uncertain, probing randomly.

Finally naming that their issue is a contracting one can be a big relief!

So what next?

This will possibly depend on the coach’s level of experience.

A new coach might find a more informative approach on the part of the supervisor useful, benefiting from the sharing of contracting models and even having the supervisor role-model or role-play the process.

A more experienced coach might simply need to gain that awareness that there is a contracting issue and make the decisions about what they will do and say to bring clarity back to the coaching.

Sometimes the coach starts to see that contracting did not simply go awry in this session but that it is a wider problem for them, something of which they are frequently a little negligent.  There might be a conversation around this pattern to explore the assumptions or challenges around contracting.

Conclusion

Hopefully, you’re beginning to see what a rich map of exploration can be laid out for the coach to journey through with the supervisor.

The conversation is likely to be a formative one but could also, potentially, be normative depending on the context.

Any Eye might be explored as part of the uncovering and any of Heron’s intervention styles might be appropriate to help the coaching in revisiting the specific contract or their contracting style.

One thing’s for sure, where there is a lack of direction in the coaching or mismatch of expectation, explore the contracting!

We continue our exploration of themes in coaching supervision along the ethics axis by addressing an issue that is more common that one might suspect: collusion in coaching.

Collusion between coach and client.

What do we mean by collusion and how is it problematic? And, for the purposes of the article, what does a supervisor do with it particularly, if they do not want to fall into a further level of collusion?

I’ve written elsewhere about collusion in coaching, with a particular focus on the line between it and empathy – something that can that can lead to collusion if left to its own devices.

For the purposes of this article in which we are specifically interested in the supervisor’s response, let’s simply say that:

collusion in coaching is the act of the coach entering into the client’s paradigm of thinking in a way that limits the scope of new ideas, fresh thinking and alternative meaning-making whilst creating a shared narrative, emotional response and even, sometimes, behaviours.

In other words, the coach is no longer acting as effectively as possible in providing a thinking partner that catalyses new possibilities.

One might wonder what would lead this to happen.  Surely, the coach can see what’s happening and avoid it?

Well, in a sense, that’s where supervision comes in. But before we go there, let’s acknowledge that the coach is human and therefore as vulnerable to the same emotions and cognitive traps and patterns as the client.  This means that, given the right condition, collusion is a natural and ever present risk in coaching.

No coach will start off colluding but as they work with their client over time, they may feel drawn into this person’s way of seeing things either because the client is persuasive, the coach has a propensity to over-identify, or because the evidence that stacks up around the coaching suggests the client is accurate in their assessment and response to whatever issue they are bringing.

I often hear this in supervision when a coach says something like, “To be honest, his boss is a complete #@$*!” or “Her partner treats her so badly!” or even something more abstract like “He works in a really toxic environment!”

In all these cases there is a clear sign that some level of collusion is taking place.

The coach is no longer relating the client’s experience to me as a supervisor but instead telling me it as though it were a truth. The boss is a #@$*! The partner does treat her badly.  The workplace is toxic.

How is the coach to effectively challenge or support the client to think when they have lost perspective?

This is not to say that the things things are not true – they may well be – but coaching thrives on enabling the client to think vigorously and critically through having their ideas questioned rather the reinforced.

So what is the discussion in supervision  that needs to happen when this comes up?

Questions for the supervisor exploring collusion in coaching

As always, there is no single pathway for a conversation like this –  it is dialogic but what follows is a loose guide for a structure.

The supervisor’s own awareness.

The supervisor needs to maintain their own distance through self-awareness.

We would call this Eye 6 in terms of the 7-Eyed Model but essentially it’s about the supervisor disentangling their own response and being sure they themselves are not at risk of collusion.

A supervisor who has had experience of a “toxic” work environment might well find they unconsciously join in a “toxicity conga” with client, coach and supervisor holding each others hips, flinging their legs in the air and hollering “toxic!”

Terms like these become so common place that it can be easy to fall into lending them immediate credence, thus short cutting the need to think.

So the supervisor must be sure to retain the distance needed to bring fresh thinking.

The coach’s own awareness.

With the supervisor sufficiently aware of any parallel process, they can explore the coach’s own awareness of the potentiality that collusion is happening.

In other words, do they know they are colluding?

This might happen in a number of ways and supervision typically allows for a more full and frank sharing of sense-making than coaching and so the supervisor might share what they are seeing, describing the patterns they have observed and seeking to gain the coach’s perspective.

Alternatively, they might facilitate the coach to their own awareness without any direct input from the supervisor.

This might involve questions such as:

• What do you see going on here between you and the client in relation to the organisation/boss/partner etc?
• How do you feel when you’re talking about this with your client?
• Where does that feeling come from given it’s not your experience?
• How would you describe the relationship with the client around this issue?
• Or, should you want to be more metaphorical, you could ask a question like, “If you were to make a movie about you and the client facing this issue, what would it be like?”

In other words, we are beginning to focus here on:

Eye 4 – the coach’s experience

Eye 3 – the coach and client relationship

What’s a coach to do?

It goes without saying that awareness without change is somewhat pointless in a case like this.

The coach needs to do something differently.

Collusion can become so entrenched, so gamified in its emotional rewards, that any sudden change of behaviour might rupture the coach/client relationship.

As a result, a key conversation in the supervision is what the coach can do to begin to unpick the ties that bind and dissolve the collusion.

Perhaps this is a respectful broaching of the subject by the coach with the client so that they can explore this together.

Or maybe it’s the incremental introduction of a more questioning perspective that acclimatises the client to a newly emerging relationship.

The focus has moved to Eye 2 – the intervention.

The client’s awareness and needs.

And what about the client in all of this?

What do they need from the coach?  Yes, it might be comforting to “have someone on your side” but is it what they actually need?

What might the client say if someone asked them what they need from the coaching?

The supervisor might ask questions like:

• How useful do you think the client finds the coaching right now?
• What’s it achieving?
• What might they be thinking or doing differently that’s being missed?

At this point, of course, we have moved finally here to Eye 1 – the client.

Systemic Collusion.

Wrapping all of this might be some wider systemic issue in which individuals feels powerless and seek to form alliances of power against greater forces.

Or perhaps collusion runs through an organisation or family system such that the client naturally seeks collusion.  Maybe powerful cliques are how people survive and thrive in the relevant context of the coaching.

By approaching this from an Eye 7 perspective, we might notice how the coach has been drawn into a wider web of collusion from which they need to extricate themselves.

Being the voice of dissent.

The critical thing in all of this is for the coaching supervisor to be the “voice of dissent” that asks – “What if this were not true?” or “If it is true, what remains unknown?”

In so doing, the supervisor models the very behaviour and mindset that the coach needs to find their way back to – being a catalyst for new thinking and critical self-reflection.

The coach, though, is not always willing to do this.

I have come across coaches so disillusioned by the work they do, or they organisations they do it in, that they are truly treading water and playing the game of coach as they collude ever more knowingly with their clients against the organisation.

This is dangerous stuff. The coach is not only not helping the client think afresh but is likely actually reinforcing the very beliefs that are keeping them stuck and unhappy.

It is incumbent upon the supervisor in these situations to point this out – that is the moment of courageous authority in supervision: to be strong when needed in your own beliefs, values and professional appraisal whilst always seeking to facilitate the coach in being part of that exploration.

Collusion is antithetical to coaching and the supervisor that lets it pass unremarked upon is not serving the coach or client in the long run.

Summary.

The process I have mapped out here is not a fixed roadmap but simply one of many maps you might use to explore collusion in coaching.

What’s clear though is that this is a multi-dimensional issue and the greater number of perspectives we open up the more we can support the coach to look at their work anew and develop better coaching approaches.

I’ve written elsewhere on the three key functions of supervision – the normative, formative and restorative. These can sound abstract until specifics are offered.

I’ve also shared how the normative function is often the one newer (and perhaps more experienced) supervisors shy away from for fear of seeming authoritarian, prescriptive or imposing.

As a reminder, the normative function focuses the supervisory dialogue on ethics, standards and norms of the profession.

In this article, we explore a theme in coaching supervision which, as well as being very commonplace, sheds light on the normative function and shows that, far from being exclusively prescriptive, it can be immensely exploratory and catalytic.  

The topic comes up when a coach is questioning whether their work with a client is veering into the territory of therapy.  

The same question may also come up where the coach doesn’t notice this potential boundary breach but the supervisor does.

In either case, the supervisor and coach are left facing the question:

“Is this coaching or therapy?”

It might seem that a supervisor, seen incorrectly from the viewpoint of an authority figure, will state in no uncertain terms that this or that is therapy and that the coach is not following their professional standards.  This may, rarely, be the outcome of such a conversation but it more often an exploration around key questions that emerge from the originating question: “Is this coaching or therapy?” 

Supervisory Questions to Explore

Many inquiries spring from this first question that the supervisor and coach can explore collaboratively and with openness that they might reach confluence or difference.

Most obviously, one question is: 

What is the difference between coaching and therapy?

I make no attempt to answer this as it’s been explored in many other contexts nor is it the purpose of this article.  But we can certainly be clear that there is no one single answer that we can call upon to settle the matter for us.

Whilst the lines between coaching and therapy were often originally painted as clear and obvious, the truth has always been a great deal more complex.  

Indeed, I can recall in the early days, coach training schools admonishing coaches for talking about emotions as “that is for therapists!” It seems crazy now but the attempt to simplify the client into a task oriented being was pervasive for some years.

Thus, when a supervisor and coach face this question, they face it together and they must make choices together that support the coach in developing a response or, at least, making decisions for the future.

With the question of what the difference floating around unanswered, one could also ask:

Who decides what the difference is?

And, does it even matter?

Further questions might be:

• What does the client want and what does that count for?
• What does the coach feel able to do?
• What are the risks? 
• What are the benefits?
• What might be lost in holding too firmly to a perceived boundary?
• What might be lost in ignoring the perceived boundary?
• Is the “therapeutic” topic ongoing or was it a one-off that just happened?
• Was the coach aware and mentally “in control” or did they feel like the conversation was whipped away from them in some way?
• Is the coach qualified beyond coaching to do this kind of work?
• And, if so, does that need a new form of contracting?

These are not rhetorical provocations on my part but rather real questions that the coach and supervisor can explore together, potentially arriving at very different individual conclusions.

As you can see, the question of “is this coaching or therapy?” is not a binary one that results in a one word answer.  This is no simple algorithm.

This encapsulates the joy of supervision which is so often lost in the misperception of the word by a coach who has not yet experienced it.  

What happens when the coach and supervisor don’t agree?

I said above that the coach and supervisor might reach very different conclusions.

The coach might feel they are perfectly right to continue this kind of approach whilst the supervisor feels that it not coaching and potentially risky.

Again, there is no one answer to this.

It is a dialogue of navigating difference.

Unless the supervisor has genuine authority over the coach (which is extremely rare) for instance, because the coach and supervisor are working as part of a formal qualification or an internal coaching function in which the coach’s work, then the supervisor can only advise and strongly recommend based on their sense making.

But coaching is not regulated and nor is psychotherapy or counselling.  In other words, the coach is legally entitled to do this kind of work and the supervisory relationship is one of consent and collaboration.

The process for a supervisor at this point would be engaging in a frank and clear conversation and then, making their own ethical choice about what to do.  

This choice might be about continuing to work with coach knowing that supervision remains useful even if this becomes a challenging block.  Or it might be that the supervisor must end the relationship and recommend they seek supervision from someone who can more effectively work with them.

Ultimately, supervision in a non-authority context comes down to exploration, collaboration, dialogue and choice.

The power of supervision in the normative function then is not one of authority but rather one of reflection and inquiry.

The Problem with Ethics

Say the words “ethical dilemma” to most coaches and their eyes will glaze over, their ears will curls protectively inwards to thwart the meaningless sounds, and their mind will wander to what’s for dinner!

I exaggerate, of course, and many coaches are now interested in the concept of ethics.  However, there is something undoubtedly abstract about the concept.

Perhaps because, for too long, it has been the domain of philosophers (think Aristotle, John Stuart Mill or, more recently, Peter Singer) or of policymakers thrashing out codes of conduct that are then imposed, top-down, on a profession.

“Here is the code of conduct you must follow!”, it seems to say. “Do you agree to it!”

There is little a coach can do to challenge the code of conduct of their professional body, and that’s understandable. But it does make it all seem a bit distant.

Ethics Made Real

Yet, ask a coach how they might respond if they faced any of the following, and the conversation gets a whole lot more interesting:

• A client shares that a decision they have made was based on racist assumptions.
• A client shares with the coach that they are drinking during lunchtime due to stress and causing a level of danger in the workplace.
• A client continually terms up late and seems to be making no progress but always has a “reason” and says they want to continue.
• A client is predominantly talks about childhood abuse and its consequences and frequently becomes upset and distressed but says they don’t find therapy useful.
• The coach finds they are attracted to a client and that this is affecting the quality and nature of their coaching.
• The coach doesn’t like the client and dreads each session.
• An organisation asks the coach to coach someone who is going to be made redundant but asks the coach not to reveal this to them.
• The coach feels protective of a client and angry at the organisation who is paying their coaching fee and finds they increasingly side with their client against what they see as a “toxic” workplace.

A coach might face any of these at any time and there is no clear path forward in each.

For example, in the last vignette, the coach might decide they need to stop working for the organisation but worry they are abandoning the client.  Yet continuing to do the work leaves them feeling compromised.

In the first, what is the solution? Report them? What about confidentiality? And report them to whom? Educate them? Is that the coach’s role? What is the way forward?

Ethical dilemmas are a huge part of coaching because it involves human beings with different values and worldviews working together in relational systems that are complex and ambiguous.

The Role of the Coaching Supervisor

The coaching supervisor is, of course, just another human with their own worldview, values and peculiar ways of seeing the world.

They are not gurus, nor are they a representative of a monolithic profession that, in some Orwellian manner, controls the minds and behaviours of coaches.

And so the role of the coaching supervisor is to facilitate conversations around dilemmas and enable the coach to come to their own conclusions.

This will involve:

• Drawing attention to potential dilemmas that the coach is not seeing.
• Enabling the coach to talk through their concerns.
• Exploring the nature of the dilemmas, potential solutions and choices.
• Offering their own take or, where appropriate, sharing the profession’s position (eg. by highlighting an element of a code of conduct)
• Playing out the consequences of the choices.
• Planning how to implement and explain a given route.
• Enabling the coach to be at peace with their final choice through restorative, supportive conversations.

Rarely (though it can happen depending on the nature of the supervisory relationship) will a supervisor tell a coach what they need to do.

Towards Ethical Maturity

In their book, Ethical Maturity in the Helping Professions: Making Difficult Life and Work Decisions, Elisabeth Shaw and Dr Michael Carroll describe a concept called ethical maturity which maps very closely to the points made above in terms of how a supervisor might work.

There are 5 areas within ethical maturity:

1. Ethical Sensitivity – being more aware of possible ethical issues.
2. Ethical Discernment – using emotional and cognitive processes to work through the issue.
3. Ethical Implementation – following through on the decision.
4. Ethical Conversation – being able to explain the course of action.
5. Ethical Peace – being able to live with the choice.

The subtlety of this model is that it is not binary.

A coach may be extremely good at working through options and solutions but remain tortured by the reality of their decision.  Or they may be highly-sensitive to the existence of dilemmas but feel complete lost in terms of how to deal with them.

Thus, maturity is a complex thing which supervisors can explore.

This, to me, seems like an excellent framework for considering and dealing with ethical dilemmas and is one we teach and use on the Diploma in Coaching Supervision.

Whilst the words “ethical dilemma”, then, may cause various responses, I believe it is vital that coaches become more ethically aware and ethically mature, and coaching supervision is critical in this journey.

In this article, I want to explore why some supervisors struggle with marketing their supervision business.  This is especially curious when they have already built a successful coaching business.  Isn’t marketing supervision services the same as promoting coaching services?  

Marketing is a significant area of interest for me, and I am curious why coaches and supervisors  often find it a place of discomfort. I can relate to comments like “marketing puts me off” because I used to feel the same. I am fascinated by the buyer’s and seller’s psychology around  sales and marketing.  

For many years coaching was ‘just’ a passion for me and not a business. I lived by the idea that  “if you do what you love, the money will come”. Well, I did what I loved, but the money didn’t  come. So, I decided to focus on the business side of my practice, and marketing played a  significant role. I qualified as a digital marketing expert, and I worked in marketing for a  company to gain practical experience from professionals in the industry. It took me some time  to learn that marketing doesn’t have to be done ‘by the book’ but can be adapted to suit you,  mainly your values and make it your own – what I call authentic marketing.  

This essay is based on my personal experience, observations and information drawn from  conversations and feedback from over 30 supervisors about promoting their supervision services.   

A supervision lens on marketing psychology through eyes 4, 5, 6 and 7 of the  Seven Eyed Model.  

I will attempt to explore the topic of marketing supervision services through the seven-eyed  model, and I want to invite the reader to join me in my attempt with an open mind and allow  me to adapt and tweak the model from time to time.  

Let’s start with eye 6.

Eye 6 – The Supervisor.  

I want to invite you, the reader, to look at what is going on for the supervisor in relation to  marketing, their beliefs, thoughts and feelings.  

I noticed that supervisors often come into the relationship with marketing with feelings of  dislike, frustration or overwhelm; they use statements like: “I don’t like putting myself out  there”, “I don’t want to come across as ‘pushy’ or ‘greedy’”, “I don’t want to look like I am self serving”.  

These statements have “I” in common, which indicates a strong focus on the self, the  supervisor’s ego. Almost all objections to marketing and selling one’s services are ego-based.  

A question to reflect on for the supervisor is, “If you didn’t exist in a selling conversation,  who would the conversation be about?” Of course, it would be about the client. 

In their role as coaches and supervisors, focusing on the client is a skill they master well. So, isn’t it a matter of applying this skill to their marketing? 

Good marketing and selling is just clean communication and relationship building. 

Part of being authentic is communicating honestly about who you are. That’s integrity. If  supervision is in integrity with the supervisor’s authentic self, then communicating the gifts  they have to offer the world is part of their authenticity. Not communicating their offer is  doing a disservice to all the potential supervisees that need them.  

Marketing made easy is using our strengths, our uniqueness, in combination with authentic  communication.  

Eye 6 statements adapted from Hawkins & Schwenk in Bachkirova, Jackson & Clutterbuck (eds)  (2011) Coaching and Mentoring Supervision: Theory and Practice: 

• I am aware that _______ (describe a bodily feeling, for example, my heart is beating  faster) as I talk about marketing/ promoting my supervision services, and I feel ________. 
• I am feeling __________ as I listen to the potential client’s reaction as I tell them  about my supervision approach/ services
• I’m getting an image of [a yin-yang symbol, with each part containing a piece of the  other] _________as I talk about what I do as a supervisor.  

There is a potential parallel process that could present itself when a supervisee brings to  supervision their challenges with marketing. A few questions that come to mind from a place  of curiosity are: what is going on for the supervisor? What thoughts and feelings are triggered? What impact does it have on the supervisory relationship, if any? How does the supervisor  show openness and vulnerability? 

Eye 4 – the Coach (or in this case the supervisee)  

Next, I want to explore marketing from the coach’s perspective as the potential buyer and  receiver of supervision services.  

Here I would like to look at the importance of understanding the coach’s problems and desires and their need for supervision. What are the blocks that the coach needs help with to facilitate their clients and system better towards change? What are their most common  supervision themes? 

Eye 4 questions adapted from (Hawkins & Schwenk, ibid) for the supervisor to reflect on in  relation to the coach/client from a marketing perspective: 

• What is the coach experiencing in their body as you discuss supervision and your services as  a supervisor? 
• What emotions or thoughts does the coach have? What does supervision remind them of?
• When have they been in a similar relationship dynamic? 
• What did they need to say in that previous situation? 
• What clue does that give you as a supervisor to what needs to be said here?
• Where is the learning edge in the coach’s work? How can supervision support them?  

Having answered the above questions, the supervisor will have an in-depth understanding of  the supervisee/client and will be able to tailor their invitation to work together.  

Supervisees are looking for solutions to their problems or desires, and they will be attracted by invitations that show understanding of the their needs. 

I have experimented with a marketing post on social media that I would like to present here to  demonstrate the importance and the effects of tailoring your messaging based on the client’s  needs.  

The post was designed for newly qualified coaches and is shown below. In the post  image, I used a question that one of my supervisees asked. I kept her words as I wanted to  make sure the question resonated with my audience.

I started the post with a few common questions brought to supervision that new coaches could resonate with.  

I explained briefly what supervision was, and I have also included a few words about my experience for credibility and trust. I also shared the fact that I was training as a supervisor.  

In the post, I offered two coaches a couple of free supervision sessions.  

The outcome of the post was: 22 coaches have shown interest in being supervised, I offered  (and had) 10 free hours of supervision and five coaches decided to continue with paid  supervision.  

I have asked coaches what made them reach out, and they all said that the questions in the  post resonated with the questions they have been asking themselves. Most of them didn’t  know what coaching supervision was, some hadn’t even heard of it.  

I have made two other posts in the past, but they focused on my services, talking about  supervision, and the response was nowhere near the client-focused post; I got one person  interested.  

Eye 5 – the relationship between the Supervisor and the Coach (as a potential client)  

At the purchase decision stage, the relationship between supervisor and supervisee doesn’t  exist or is being built. At this stage of the relationship, prospect clients are looking for answers to two questions: 

1. “Do you understand me and my needs (problems & desires)?” 
2. “Do I trust that you have the solution to my needs, and you can deliver?” 

The invitation to work together should answer the two questions above. This is what the  relationship is mainly about at this decision stage.  

Showing understanding and inspiring trust can be done through content (in whatever form or  channel is used: social media, blog, email, podcast, etc.) or delivered through in-person or  virtual conversations (events, calls, meetings, etc.). 

Sharing case studies, specific examples from other clients and personal experiences that  people can easily relate to are great ways to connect with potential clients.  

For example, in my chemistry calls with prospective supervisees, I give examples of some of  the challenges I faced as a coach. I had a few calls with coaches who have learnt GROW as their  primary coaching model, and they now feel that they need additional tools/ models to serve  their clients best. I also had this challenge and talked about how it positively impacted prospective clients, making them feel understood and trusting that I have the solution to overcome this  challenge. 

Eye 5 adapted questions for the supervisor to reflect on their relationship with the coach/client  from a marketing perspective: 

• Let’s look at how you and I could be working together  
• What could be helpful for you?  

Eye 7 – The wider system  

By the ‘wider system’, I refer to the supervisor’s and the coach’s networks.  

As supervisors, we impact the coach, their clients, stakeholders, their entire system, and we  have a responsibility towards the overall coaching profession.  

The answers to the questions below can be taken into consideration as part of the marketing  messaging – Eye 7 questions:  

• What are the organisation’s values, and do these match the supervisor’s values? How might they show up in the potential client’s relationships?  
• What are the organisation’s needs, pain points & desires? 
• Who are the client’s main stakeholders? How would you describe the client’s  relationship with each of them?  
• How are wider political/economic/social pressures showing up within this potential  work?  
• What is the shift needed in the wider system? What shift is needed in the client to  enable that wider shift to happen?  

Knowing the client and the system they operate in are essential to impactful marketing  messages.  

I recently attended an event about how coaching supervisors can help executives in their  reflections, which was new and intriguing for me, as I didn’t think supervision and executives  ‘go together’. The presenter, an experienced coaching supervisor, explained how a few  executives he was currently coaching had asked him to bring something different to the  sessions, a different approach than coaching. Some of the participants had experienced the same request from the executives they were coaching.  

The discussion continued about how leaders, especially after the Covid crisis, work in a  different environment while still facing pressure to perform. They might be at risk to leave  their need for reflection in favour of action. Coaching may not be the best approach to serve  this need, but supervision focused on reflective practice might be better. 

Some organisations might be open to supervision as a new approach to meet the new needs  of their executives in today’s high-pressure working environment. In my opinion, this is a new  business opportunity that can be explored by supervisors that offer coaching or training  services to organisations. 

A lot of what I have described in this essay applies to coaches as well as supervisors. 

I offer business coaching and mentoring services to newly qualified coaches, and I noticed the  same difficulties in promoting their services as the ones I see in supervisors.  

So back to my initial question, “Why do some supervisors struggle with marketing their supervision  business, especially when they have built a successful coaching business?”  

Quite a few supervisors, especially those who started their coaching business ten or more years ago, built their business in a completely different environment. Back then, coaching wasn’t so widely known, accepted and desired as it is today. Some coaches tell me that their business is based on referrals, and some even said they never had to market themselves. So now they feel like they need to start from scratch with promoting their supervision business and are unsure  of what to do.  

A few common reasons why supervisors struggle with marketing (and sales) are: 

1. Lack of clarity about who they are as a supervisor, what they offer and whom they want  to work with. 
   
   Clarity around themselves as supervisors is needed and can be gained by answering  questions like: “Who am I as a supervisor?”, “What is my supervision approach and  style?” “What experience do I bring, and I draw upon?” What changes do I help create?”.  So, their “what” is not clear, making it hard to market themselves and their services.
   
   When the lack of clarity is about whom supervisors want and don’t want to work with, the questions can help: “Who is the best fit for my supervision style?”, “Who are the  clients that share my values?”, “Do I want to niche down? Do I work with any coach, new  coaches, experienced coaches, coaches seeking accreditation, coaches who have transitioned from another profession like psychotherapy, counselling, etc.?”
   
   Gaining clarity is a combination of learning, reflection, and practice, and often, especially  at the beginning, it is about allowing the necessary time for these answers to come.
2. Lack of confidence in our supervision skills can stop or delay reaching out to potential  supervisees. A doubt that came up for a supervisor was, “Will I be able to deliver a high quality service?”
3. Some supervisors, especially those with a robust understanding of who they are and  what they offer, are struggling because they are missing the how: how to market their services: how to reach potential clients, present their services in a way that  attracts clients, how to choose a niche. 

I shared my ‘successful’ post with my colleagues, and soon after, a few more took  action and got supervisees. The acting was triggered by a combination of now having  an example of how to market and peer pressure.  

4. Irrespective of the format or channel, sharing what you do is essential, especially in a new business. A marketing expert once told me: “Andrea, think of yourself as an ice cream van; if you don’t play the music, nobody will know you’re there, and you won’t  sell any ice cream”. So, I would like to encourage supervisors to play their music  confidently.  
5. The supervisors’ mindsets and beliefs about what marketing is and isn’t can strongly  influence their actions. For example, supervisors who have referrals-based coaching or therapy businesses and don’t have to promote themselves view marketing as an  uncomfortable place. I want to challenge their view by asking, “Referrals are a  marketing tool/ strategy; why not use it in promoting supervision?” We can always  leverage strategies that already work for us.

Some supervisors view marketing as solely focused on social media, and many  expressed their dislike or even repulsion towards social channels. There are many other  marketing channels and strategies that can be used. 

Past experiences – negative or positive – have an influence as well. 

The shift of mindset from seeing marketing as something negative that we don’t like or  know to have the courage to turn marketing into authentic conversations is a significant step.  

Conclusion  

Supervision is such a wonderful experience, and the more I study it, the more I practise and  receive it, the more I think it’s a necessity rather than a ‘nice to have’.  

I believe that we would do the coaching profession and coaches a disservice if we  didn’t promote it. In a helping profession like ours, the focus is on the client, and that’s where  it should be in our marketing as well. We must let coaches know that we are here to support  them in their professional development and wellbeing.  

I have attended several events recently where coaching supervision was discussed, and at  every one of these events, coaches asked, “Where can I find a supervisor?”. This is excellent news for our profession because it means that there is demand. But it also means that we  didn’t put our ice-cream van song on (yet), or it wasn’t loud enough or maybe not in the right  place. 

Marketing represents us as a person and as a supervisor. We can make it authentic and fun by  just being ourselves. This is the best marketing strategy. 

I recently had a conversation with a very experienced coach, who is also a supervisor, with a  successful coaching business that really struck me. He said that after 20 years of coaching he  now started to align his business with his values and only accept clients that share his values.

I  want to encourage supervisors to build a value-based and authentic business from the start.  How? By being aware of their values, being themselves and following their intuition rather than  what the industry ‘experts’ say, when promoting their services.  

We can fall in love with marketing our supervision services. We just need to give ourselves  permission to be who we want to be as supervisors and create our authentic way of letting  the world know that we are here to serve and make the world a better place.  

“Marketing is about spreading the love” Jonah Berger 

In this new series of blog posts, we share 50 common themes, topics and challenges that come up in coaching supervision conversations.

These have been taken from our book, “Picturing Coach Supervision: An Illustrated Guide to Common Issues and Challenges.”

“Am I following the rules?”

One of the most common themes in coaching supervision, particularly, though not exclusively, with newer coaches, is an anxiety that they are not “following the rules”.

Indeed, a challenging aspect of this is that a new coaching supervisor can equally get locked into the same question, both for themselves and the coach/supervisee, especially if they have been a coach in a highly regulated setting.

Whose coaching rules rule?

But one has to ask the question: whose rules?

I remember supervising a supervisor (yes, it’s a bit Inception like, isn’t it!) and he described how he was struggling to supervise a coach because he felt that she was behaving unethically by not following the ICF core competencies.  She had occasionally offered advice and shared her own ideas.

The problem was, she wasn’t an ICF coach!

These weren’t her guiding competencies – her “rules’.

We explored why it is important that when we take a normative approach in supervision we first have to get on the same page of which norms and whose norms: The coach’s? The professional association’s? The supervisor’s? Or just some abstract sense of what is right or wrong?

Even if we accept that there are “rules” in coaching (which is highly questionable in the first place), we must at least be sure that we are talking about the same ones.

The problem with rules

Personally, I don’t think there are rules in coaching. I think it’s an unhelpful term that stultifies, constrains and inhibits coaches from being their true self.

Indeed, for me, the greatest gift a supervisor can help a coach uncover is the flourishing of their true self as a coach.

Martin Buber, the existential philosopher and theologian, talked of I/It and I/Thou relationships. Where an I/Thou is a true encounter between people in which their true selfs can meet, an I/It relationship is functional. The It, the Other, is an object for the I and achieves something for it.

When we follow “rules of coaching”,  we are, by default, being something for someone.

We really wish we could do, say, ask, share, offer or provide something but we dare not for fear of breaking the rules.

This can become crippling and demoralising to a coach (as well as predictable and dull for the client) and supervision often provides a space to find oneself as a coach and begin to drop the idea that there are rules.

So if there aren’t rules, what are there?

Rules are not helpful for coaching.  And yet coaching is something.  It’s not merely random, nor is it a meaningless signifier for something that can’t be grasped.

When I used to teach coaching, course participant would often say:

“I really wanted to give advice, but I didn’t!”

I would invariably respond:

“Why didn’t you?”

They would typically look at me in surprise, annoyance or some mixture of the two and reply something like:

“Because Animas told us not to!”

My answer?

“That’s the wrong reason not to do it.”

They were following a rule.  Their behaviour was not governed by a true belief in what they were doing.

I believe in the principles of coaching not the rules.

I truly believe in the importance and the usefulness of the principles of coaching.

I believe that someone is better off digging to deep to think for themselves and so that’s what I aim to encourage.

I believe that any advice I have, whilst possibly useful, is almost certainly not actually right which is why I naturally and without having to think about it only ever offer to share an idea or something I have seen work, rather than give advice.

Coaching is not about rules, it’a about principles that find their way into the world as behaviours and we are truly coaching when we have embodied them rather than doing them because we are meant to or were told to.

Supervisions conversation around rules

Supervision conversations around rules then are not about investigating the rule-breaking and reinforcing the coach’s own fears and beliefs.

Rather they are about loosening the bonds to the idea of there even being rules and to exploring the coach’s deeper understanding of the principles.

Such a conversation then provides a rich and endless landscape of exploration.

• What does the supervisee take as the principles?
• What are the supervisee’s real feelings and thoughts about coaching principles?
• What would they really have liked to have done?
• What were their fears around this?
• What do they think are the consequences of breaking “rules”?
• How might that perceived “rule” be a worthy principle?
• Who are they as a coach without rules?
• What rules would they find useful, if any, and why?
• What is the deeper relationship to rules, competencies, agreed practices and shared principles?
• And, if you are going to discuss rules, whose and why?

I believe that supervision, at its best, is about enabling a coach to find their truest self.

A coach operating from their truest self doesn’t needs rules to do so.  They need to know and connect to their values, their core beliefs, their skills and their principles.

And that’s one powerful journey of supervision.

One of the most frequent questions we get asked by someone looking to train with us is: “Am I ready to become a coaching supervisor?”

Of course, the question is one that we can’t answer definitively because so much depends on the person’s own readiness and temperament but to help you decide for yourself we’ve put together a list of the core criteria to check if you’re ready.

Seven always seems to be the magical number for lists and so here are seven points to check whether you might indeed be ready to become a coaching supervisor. 

Check them off and see how many apply to you!

Are you a qualified coach?

The first one is pretty self-explanatory but actually, it’s surprising the number of people who are curious about becoming a coaching supervisor who aren’t yet qualified as coaches.

This is a must!

To be a coaching supervisor, you will have qualifed as a coach on a recognised coach training programme.

Whilst we don’t deny that a useful conversation can be had by anyone who is curious and interested in a coach’s work with their clients, this could hardly constitute supervision.

The first thing any coach would expect of a supervisor is that they are qualified and have excellent knowledge and skills in coaching.  

They would expect you to understand the dilemmas of coaching, to have experience working with different issues, to know theory and practice and to be able to advise, guide and ask the right questions.

Are you qualified as a coach from an accredited training programme?

OK, so that’s a pretty obvious one and if you tick this then, great you’re in the right place!

Do you have the right level of coaching experience?

So you’re qualified as a coach but do you have the requisite level of experience?

This is a much trickier question than it might first appear.

We suggest that a coach should have around 500 hours (ICF PCC and above) of experience before looking to become a coaching supervisor but it’s not always so clear-cut.

For example, an experienced psychotherapist who later trains as a coach might be ready to become a coaching supervisor sooner based on the many hours of related work in their original field.  Indeed, there are many such talking professions that would shortcut a coach’s need for coach-specific experience.  

As a supervision school, we treat this question on a case-by-case basis with the underlying assumption that around 500 hours is a good guideline. 

The bigger question is whether you feel you have the experience to be both credible and skilled as a coaching supervisor.

Do you feel you have the experience and know-how to be a coaching supervisor?

Do you have a context to do the coaching supervision work?

The next question concerns where and with whom you’ll do the coaching supervision.

We find that those who get the most from our training have a context to do the work. 

Perhaps you are part of an organisation with a coaching function, or you know coaches who you tend to support in different ways.  

Of course, just as when you trained to become a coach you had to find clients to work with, so you may find coaches to supervise using all the same kinds of approaches to getting clients that worked for you then: referrals, directories, networking and so on.

The key though is knowing how you’re going to apply the skills so that you can build your confidence through application and experience.

Coming into the coaching supervision training with a sense of where you’re going to do the work is a great place to be in.

So, do you know who would like to supervise? Do you have a sense of the context and work you would like to do?

Do you have the time to study and to do the supervision practice?

The next question is whether you have time to become a coaching supervisor.

Just like becoming a coach, training as a coaching supervisor takes study, practice, reading and reflection.

To be ready to become a coaching supervisor you must have time to dedicate to it.   

As an example, if you were to train as a coaching supervisor with ICCS, you would embark on a course that lasts around 8 months, and you’d commit time to complete 25 hours of supervision outside of the training. 

We estimate a minimum of 200 hours of study and practice over the 8 months and, of course, in reality, you’ll almost certainly want to do more as you fall in love with it!

Do you have the time to dedicate to it?

Do you have a love of coaching and helping coaches?

Here’s an interesting one! 

Becoming a coaching supervisor is not something you do because you have to – you do it because you choose to!

And it makes sense to choose what you love.

Over time, some coaches become disaffected with the profession, others naturally move on to other pursuits or careers. 

Supervision is not just the next step on a rung.  It’s a reflection of someone’s love of coaching.

To be a coaching supervisor is to love coaching and to want to support coaches, the coaching profession, and the clients and organisations that engage with coaching.

To be a coaching supervisor is to love continuous learning and mastery of coaching, to become fascinated by what coaches struggle with and aspire to, to connect to the aims and ethics of the profession, and to truly embrace the journey of becoming a coaching role model.

All the coaches who join ICCS’s programme love coaching and love working with coaches.

Do you love coaching, and supporting coaches?

Are you open to new ways of working?

A fascinating part of the journey to becoming a coaching supervisor is loosening up one’s attachment to certain coaching principles and practices.

Whilst coaching supervision is about coaching and whilst it is extremely related in its relational approach, it is also different. 

Coaches typically find the wider scope of behaviours and interventions in coaching supervision liberating and joyful.  They often feel set free to be more expressive.

Only occasionally do we come across a coach who is so firmly wedded to the specific practices of coaching that they struggle to fully step into the role of coaching supervisor.

One example of this is the wider, systemic view the supervisor has across the whole coaching field.  Whilst a coach’s main concern is their client, a coaching supervisor is interested in and concerned for  their supervisee, the supervisee’s client, the system sponsoring the coaching and the coaching profession as a whole. 

This might necessitate them to be more challenging of a coach who is demonstrating potentially unethical practices (whether knowingly or not) or to raise concerns about the outcomes of a coaching engagement.  All done with love and collaboration but nonetheless, this can feel different from the more classically person-centred approach that is coaching.

Are you open to widening the ways in which you work? Are you ready to spread your wings?

Are you ready to have a new level of authority and presence?

Finally, and related to the last point, are the twin themes of authority and presence.

This is something that Peter Hawkins writes extensively about in the classic work, “Supervision in the Helping Professions”.

Perhaps more than most disciplines, humanistic forms of coaching have taken a path of an egalitarian, collaborative relationship in which the coach’s “stuff” is set aside and their personality somewhat subdued. (Or, at least, in theory!)

As a coaching supervisor, however, the qualities of presence and authority are vital ingredients.  A coach in supervision wants to feel held and supported, though not told or diminished.  This calls for the subtle and judicious use of authority and presence.

We’ve found that this step can feel like a quantum leap for some coaches when they become a supervisor as many have been accustomed to reducing their presence and authority in order that the client assumes more of both.

We know this is a journey and whilst some coaches seamlessly move towards this position of authority and presence, others can take several months (even years) to truly trust themselves as a supervisor who can inhabit this space with these twin qualities.

Do you feel ready to use your experience, knowledge and wisdom with authority and presence?

Summary

There may be other questions that you have around your readiness, but for us at the ICCS, we’ve found that these seven are the most vital points to check in on for yourself. 

Some are simple and straightforward – such as whether you are a qualified coach. Others are more complex, subjective and intuitive.

The starting point, though, is you.

How do you feel about your readiness?

Do you find yourself answering yes to these questions?

If so, maybe it’s time to consider training as a coaching supervisor.  If that sounds like you then we’d love to chat!

Why not check out our Diploma in Coaching Supervision and if it looks a good fit, apply to join us or book a conversation with us.

New beginnings come with new challenges.  

And becoming a coaching supervisor is no different.  

Even though those who become coaching supervisors are highly experienced coaches, it can nonetheless leave them feeling like a beginner again with so much to learn, explore, and develop.

As a recently qualified coaching supervisor myself, I wanted to understand how other supervisors experienced this and what were the major challenges, either practical or emotional, that they encountered.

I was curious as to whether I was alone in experiencing this (I assumed I wasn’t) and whether the areas of challenge matched mine in some way.

To explore this, I interviewed 15 newly qualified coaching supervisors from the International Centre for Coaching Supervision, each of whom was a successful, long-standing and impactful coach, trainer and coaching mentor. 

The power of a shared challenge is a great catalyst for self-acceptance, which in turn is a catalyst for self-love, confidence and growth into who you truly are. My aim in writing this piece was to help all newly qualified coaching supervisors on this journey but also to help myself!

I hope this article may help to give you confidence in your transitioning phase and also focus a lens on some solutions that may have come up. 

What Do Newly Qualified Coaching Supervisors Find Challenging? 

Out of the 15 Supervisors asked, there were around 4 who reported that they didn’t experience any significant challenge transitioning from coach to coaching supervisor and 4 who felt it was too early to say what those challenges might be..

The remaining 7 supervisors shared similar feelings to my own.  Had I written this article without interviewing them, I would likely have mentioned all of these challenges but what would have been lost was the knowledge that these are such commonly shared experiences.  

In particular, two significant challenges were present in all of our experiences. I want to jump straight to these as they were mentioned by every interviewee.

The Two Most Common Challenges

The first of these challenges is the question: “Am I coaching or am I supervising?”

The second is the transition from a non-advisory role, to one in which our experience, ideas and advice was not only possible but expected.”

In coaching, we are trained to be non-directive. We work a lot on refraining from giving advice or on taking up the client’s space. 

This becomes a very valuable muscle, enabling us to fully and actively listen, become aware of what’s going on for us, remain unbiased, and gain full trust through the coaching conversation. The client becomes the catalyst for their own transformation in their lives by taking full charge and full responsibility for their inner and outer world. 

It is empowering for the client to experience how they can indeed listen to their own inner voice, rather than be dependent on the guidance and words of someone else. It frees them from dependence and being on the effect side of things rather than the cause. 

The lesson here is the client has all the answers within them. And as a coach, we facilitate that inner wisdom to shine through, by being an active, listening mirror and companion on their journey. 

We as the coach help them notice things they may not have noticed before. But, the role we play as coaches in coaching is not advising or directing nor is it about the wisdom of the coach; it is about the client. 

In coaching supervision, the same core belief in the individual remains present but there is permission to bring more of ourselves into the work and to inhabit the authoritative position when needed. 

After many years of being a coach, this can feel like a challenge at first. 

In his book, Helping the Client, the therapist John Heron shares six categories of intervention – essentially approaches to helping someone in conversation –  ‘a set of analytic and behavioural tools to shape his or her own method of practice’. The categories are split into two overarching types: Authoritative and Facilitative. 

The Authoritative Interventions are prescriptive, informative and confronting, and the Facilitative Interventions are cathartic, catalytic and supportive.

He also explains how they can overlap and have different connections..

He writes: 

The first three I call authoritative because they are rather more hierarchical: the practitioner is taking responsibility for and on behalf of the client – guiding his or her behaviour, giving instruction, raising consciousness. 

The second set of three I call facilitative because they are rather less hierarchical: the practitioner is seeking to enable clients to become more autonomous and take more responsibility for themselves – by helping to release the emotional pain that blocks their personal power, by eliciting their self-directed learning, by unfolding their spiritual potential, by affirming their worth as a unique being.”

He also mentions that neither the authoritative nor the facilitative interventions are more or less useful and valuable because it all depends on the particular needs of the client and their content that determines the focus of the intervention.

With that in mind, we can draw that there is indeed an importance of having the tools to be more prescriptive, confronting or informative when needed. 

It is only with friction, resistance and the meeting of genuine raw honesty that a person can truly get to their ability to shine. In supervision, we not only have the supervisee as our client, but their clients too (who are not in the actual conversation in supervision), which leads to that extra layer of responsibility to step up when needed, if a genuine place inside asks us to. 

I can very much relate to the findings of the answers of the supervisors I asked, that transitioning over from the space of coaching to supervision. 

Thoughts from the Coaching Supervisors 

I noticed how I asked myself questions as to whether I was being directive enough or too directive, and whether I was in coaching mode and not allowing myself to step into being a supervisor yet.

Supervision can be formative (coaching ability), restorative (enabling a coach to feel better about themselves in some way) or normative (the standards and ethics of coaching).

I remember our course trainer saying that he noticed the one function that a lot of supervisors shy away from in his experience was that normative function due the authoritative stance it can require.

And I get it. The normative function can necessitate directing the behaviour of the client, informative i.e imparting knowledge and information to the client, and also confronting, challenging the client’s consciousness and seeking to raise it. 

I guess the question to ask oneself is: 

“If I am noticing myself not ever going into a more authoritative space, what am I fearing and challenge oneself to be more authoritative, as well as when noticing, I am taking up a lot of space and being too authoritative, to question oneself am I serving the client or am I using the time as an excuse to share my knowledge?” 

I love the solutions that were raised by the supervisors I asked and here are some of the challenges and answers they shared:

Michele Kingston: Am I supervising or am I coaching at any given point?

Some of the questions I asked myself were: “Am I supervising or am I coaching at any given point?” I can now call myself out when I feel this may be the case, and I then focus on the 7 Eyed Model to bring myself back into a supervision space. 

Next has been creating a balance of how I work within the supervision relationship to support the coaches growth. I am very aware of the space I’m taking up within my 70 min sessions. 

I now agree with my supervisees at the start how they would like me to be, i.e. giving them the space to be more reflective, or me using what I’m observing and what I see as occurring in the space to support their development. On occasions, I feel that I’m just overthinking and need to get out of my own way! 

Kristina Sheppard: How do you want me to be? – more explorative coaching or offering some guidance?

The solution to finding the right balance between coaching and supervision, ie. no advice-giving, and giving advice and the permission to bring in one’s own experience, is solid contracting and asking the simple question of ‘How do you want me to be? – more explorative coaching or offering some guidance?’

Kristina notices around an 80% facilitative space and 20% guidance. 

Gilberto Nery: Change of hats from coaching to supervision 

I think the biggest challenge for me was the change of hats from coaching to supervision. Putting aside the neutrality and non-directive essence of coaching and embracing the more active role in the session. 

We develop so much of our listening skills and “parking” our opinions that putting them back into the conversation proved to be a challenge for me at the beginning. 

It was relatively easy to overcome, though, as working with coaches is a delight. The awareness and reflective nature make the session advance fast and be highly productive.

Ken Kelling: Keeping it Simple

I think the main challenge in transitioning from coach to supervisor is keeping it simple!

Perhaps naively, I hadn’t really considered the depth and breadth of theories, approaches and models that apply to supervision as much as they do to coaching.

Sometimes it can feel like re-learning and absorbing a lot of information that could all be useful in Supervision practice. Choosing how to navigate all the options available to you can be a tough mental task.

As usual, the mantra of “hold it lightly” is always useful and usually provides an answer that comes from the wellspring of intuition instead. Trust yourself that all that data has gone into your mind and the right thing will come out at the right time!

We still all have a job to do as well in explaining what Supervision is and isn’t, what it can help with and what it may be less relevant for. Managing expectations about Supervision is as much part of the process as the Supervision itself.

Nisha Vyas: Do I have what it takes?

As I stepped into the supervision space, I found myself reflecting on the following:

Who am I serving? How will I serve? How much will I charge? How will I talk about my supervision offering and not conflict the messaging with my coaching practice and my biggest question was – Do I have what it takes?

Staying in action and supervising regardless of having answers to the above has been key for my growth as a supervisor, also keeping active in the supervision world through seminars, and the ICCS community is hugely beneficial.

My Personal Challenges 

Am I Supervising or Coaching? 

Marta Abramska and Beatrice Zornek are both highly sought after supervisors as well as trainers and hold frequent reflective supervision groups.  They find that this question is equally present in that space: “Coaching vs advice and the question: am I supervising or coaching?” 

Looking at all this data, one can notice how even if supervision brings in a more directive approach, contracting plays an important role in asking for permission and also realising or noticing when the session asks for a more authoritative approach. Prescriptive doesn’t mean it is always prescriptive, plus there is no right or wrong in having a session that feels very ‘coachy’ if it is serving the client. 

One thing supervision asks of the supervisors is to own the space, to own who they are fully, and to use their wisdom when it is useful. 

A supervisor can be authoritative from a place of serving or from the place of thinking they know better. I think that a good supervisor knows how to differentiate that difference and doesn’t hold back on their authoritative side when it’s from a genuine place of serving. 

Personally, I notice myself having these same challenges. But, I have also noticed myself being more confident in the authoritative side than I thought I would be.  In part, I think this was, because of my background in mentor coaching.  I ask myself this question a lot: “am I serving the client to the highest potential?” Then, it always comes back down to asking the coach and contracting in the beginning. 

Do I Have Enough Resources? 

Other insecurities I have experienced in the supervision space derive from feeling I don’t have enough resources at hand when asked for reading lists or referencing other coaching professionals. 

And so for me, it comes back to being OK with who I am as a supervisor and not comparing myself to other supervisors’ superpowers. 

I’m also noticing where my area of development is, questioning myself to become more self-aware to serve my clients at the best possible and realising that, when the time comes, I gain more resources. 

Before I close this article about the challenges of transitioning from coach to supervisor, I also want to mention the business challenges. 

This mainly brings about the part of having two separate marketing channels and figuring out how to handle that. 

For many, this can be overwhelming —  a feeling of needing to split oneself and adding another area of work, which can sometimes be a reason for not wanting to spread yourself thin and focusing on one area of work at a time. This is a conversation for another article though!

I hope this has been an informative and perhaps even a motivating read for you, to either give you confidence as a supervisor transitioning that you are not alone in your challenges and to help you gain clarity on certain points that you may have questioned yourself in or anything else that has come up for you in reading this.