For coaches, supervision is recognised as an important developmental tool
(Lawrence and Whyte, 2014).
Coaching supervision involves a process of exploring through experience, reflection, inquiry and/or action, any personal, relational, professional and contextual issues arising from coaching practice (Geddes and Armstrong, 2009). As Geddes and Armstrong explain, supervision extends coaches' skills, expands their professional self-awareness as well as their whole system appreciation of the coaching relationship (Armstrong and Geddes, 2009), and it provides:
- a reflective space where coaches can talk about and reflect on events in their practice and themselves
- a place where coaches are challenged, validated and held accountable by peers and supervisors
- a community of practice and a place for networking and professional development
- an extension of the learning space where coaches share expertise and experience
Coaches engaged in supervision identify numerous personal benefits of supervision (Butwell, 2005), and experence it as:
Importantly, for clients, supervision is recognised as an effective means of quality control.
- a form of personal benchmarking
- a check for one's assumptions
- a means of gaining a support network to counteract the feelings of isolation as a coach
- an avenue for learning about new models and coaching tools
- a space for case presentations in which a coach shares a challenging coaching scenario and gets feedback, advice or coaching on it
- a confidential place for discussions about recognizing and dealing with client boundaries
This recognition has become so widespread that "coaching supervision is regarded as essential practice in Europe" (Lawrence and Whyte, 2014), and it is fast becoming a recommended component of coaching standards around the world.
ReciproCoach provides two types of supervision:
- Peer supervision
- Supervisor-led supervision
In peer supervision, a facilitating coach guides the collective learning of the group, while a qualified coaching supervisor leads the supervisor-led supervision sessions. Peer supervision aims to provide a space for coaches to share their experience in their coaching practice and get other coaches' perspectives on it, and while supervisor-led supervision does the same thing, its major focus is on gaining new perspectives through a deeper individual reflective process and supervisor input, rather than others coaches' perspectives.
In both forms of supervision, discussions predominantly revolve around challenging scenarios coaches experience in their coaching practice and exploring the myriad of ways such a situation may be handled. Questions about coaching process, theory, practice and ethics are asked and discussed, and resources, strategies and tools are shared.
ReciproCoach supervision sessions generally last for one hour and typically occur over a minimum of three months. Take a look at our upcoming supervision rounds
to find one that suits your schedule, or if you're still not sure, take a look at past participants' testimonials
Want to know more?
Get instant answers to your questions from our FAQs
Armstrong, H., Geddes, M., & y,. (2009). Developing Coaching Supervision Practice: an Australian case study. International Journal Of Evidence Based Coaching And Mentoring
Butwell, J. (2014). Group supervision for coaches: is it worthwhile? A study of the process in a major professional organisation. International Journal Of Evidence Based Coaching And Mentoring
, 4(2), 43-53.
Lawrence, P., & Whyte, A. (2014). What is coaching and why is it important?. Coaching: An International Journal Of Theory, Research And Practice
, 7(1), 39-55.