Coaching Supervision: A practical guide for supervisees by David Clutterbuck Carol Whitaker & Michelle Lucas

Author:David Clutterbuck, Carol Whitaker & Michelle Lucas
Language: eng
Format: epub
Publisher: Routledge

HOW IS THIS USEFUL IN SUPERVISION?

Whenever a coach brings a client topic to supervision where there is some level of frustration that progress is not being made (especially where there is a big disconnect with their energy in the session itself), it is this conversation to which the supervisor’s attention often goes. Just as we outlined in the client’s conversation before the coaching dialogue, the client does have a responsibility to “work with” what happens in the coaching dialogue outside the coaching room! The supervision therefore may not explore with the coach the content of the coaching dialogue but rather how they educate the client to make the best of the coaching process itself. There are perhaps contracting issues in relation to “what happens after the session” to consider. What are the expectations of each party? Are they realistic? Is the client making the time to reflect? This can provide another level of information to work with. Through supervision the coach can consider what the client’s approach to reflection “tells us” about the client and the system in which they operate. For example, are the client’s questions all concerned with “how they are doing” or are they concerned with “what other people might think”? Perhaps you get a sense of their level of pragmatism – do their reflections highlight that they were overly optimistic or pessimistic as they planned their actions? Or perhaps they do not reflect at all! This, of course, could be a reflection on their level of engagement or commitment. It could also give you an indication of their preferred operating style, which may or may not be useful information, especially if there seems to be a connection to their coaching goal.

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