Coaching supervision provides one of the richest learning environments for coaches. Whether undertaken individually, or within a group, it provides coaches with the essential opportunity to pause and reflect: to explore client challenges, to examine personal areas of learning, and ultimately, to cultivate a more expansive and insightful way of working with clients.
As an experienced leadership coach and coach supervisor, with a background as a psychoanalytic psychotherapist, coaches typically choose me as a supervisor because they want to work on one or more of the following. To:
- Develop more confidence in chemistry meetings or in their approach to business development
- Understand how to work with a client’s personal and career history without slipping into providing therapy
- Introduce mindfulness into their way of working, and/or to use mindfulness within coaching supervision
- Work with systemic and relational dynamics as they impact a coaching assignment
- Understand how to explore the unconscious dynamics underpinning client behaviour using an awareness of transference and countertransference
- Develop presence through being more embodied as a coach, and learning how to enable client’s to work with their emerging bodily experiences.
- Look more deeply at themselves and the ways in which their own preferences or biases may be impacting on coaching work
- Work with the parallel process between what happens in coaching sessions and how that gets metaphorically enacted within coaching supervision
- Learn how to make three-way meetings one of the most powerful interventions a manager and direct report have ever experienced
- Bring playfulness and creativity into their approach to coaching
Some coaches are looking for a more systematic evaluation of their strengths and gaps as a coach, so that the supervision can be targeted towards specific development areas. In these circumstances we typically draw on my own coaching competency framework that has been used by a number of organisations for assessing potential external coaches, and so represents a balanced basis for appraising key areas of development.