2. Coaching Supervision: Latest Developments and Future Challenges
Professor Peter Hawkins Professor of Leadership, Henley Business School
Founder and Emeritus Chairman, Bath Consultancy Group

3. Coaching supervision Raise your hands up if:
You believe it is important that coaches, mentors and consultants should have regular ongoing supervision of their coaching.
You receive regular ongoing supervision.
You receive supervision that consistently TRANSFORMS your practice and DEVELOPS BOTH YOU and YOUR CRAFT.

4. Coaching supervision in 2006
Was just beginning, widely advocated BUT poorly or rarely carried out
According to the surveys, 88% of organisers of coaching and 86% of coaches believe that coaches should have regular ongoing supervision of their coaching
44% of coaches receive regular ongoing supervision and 23% of organizations provide regular ongoing coaching supervision
58% of the coaches receiving supervision started within the last 2 years
First training course started in 2003
First book and first research on the subject 2006

5. Henley Business School Corporate Learning Survey 2014
Organizational challenges: next 3 years

6. Henley Business School Corporate Learning Survey 2014
2014 planned activities

7. Henley Business School Corporate Learning Survey 2014
The Rhetoric & Reality of Coaching in Organizations

8. Other recent research
Zoe Jepson 2013 study of 100 coaches mainly in UK
Anthony Grant 2012 study of 174 coaches in Australia
Whyte & Co 2013 Australia and New Zealand
Ridler Report 2013
Sherpa Report 2014
Work being done on Supervisor Qualities by EMCC and AC in Europe and ICF Australia

9. 2014 Eve Turner and Peter Hawkins research on multi-stakeholder contracting
Key objectives:
Highlight any challenges in setting coaching outcomes when the organization is involved along with the individual client and coach.
Gain participants’ views on whether multi-stakeholder contracting has an impact on the coaching and its outcomes and if so what.
Discover best practice from participants as to how can multi-stakeholder contracting meetings can be carried out most effectively for the individual client, the organization and the coach.
Discover what the latest practice is in Coaching Supervision including how Multi-Stakeholder contracting is or is not addressed in supervision updating the research done by Peter Hawkins and Gil Schwenk for the CIPD in 2006.
Consider whether there are any differences based on geography or other demographics.

10. 2014 project – research methodology
On-line surveys
Coaches’ survey: 717 responses (569 completed some parts, 428 completed the supervision section)*
organizations’ survey: 76 responses (of whom 52 completed some parts, 63 completed the supervision section)*
Individual clients’ survey: 61 responses (of whom 30 completed some parts and 29 the section on supervision)*
Within the online surveys there were several points for participants to write in qualitative responses and there were several hundred.
*(Completion rates, in brackets, were lower, in part because some people began the wrong survey and not all respondents completed all questions.)

11. Percentage of coaches who reported having supervision
This indicates a massive increase in coaches having coaching supervision since 2006, and that North America is about where the UK was in 2006.
Globally 356/428 (83.18%) UK 216/234 (92.31%) Africa 9/10 (90.00%) Latin America 8/9 (88.89%) Europe 75/93 (80.65%) Australia/New Zealand 16/22 (72.73%) Asia 11/17 (64.71%) USA and Canada 20/42 (47.64%)

12. Where coaches did have supervision, the top two reasons given were intrinsically motivated
It is part of my personal commitment to good practice
92.6%
It contributes to my CPD
51.6%
It is a requirement of a professional body of which I am a member
33.9%
It is a requirement for accreditation by a professional body
26.5%
It is a requirement of organizations using me as an external coach
19.2%
It is a requirement of organizations using me as an internal coach
14.7%

13. Blocks to supervision
“Don’t like the term”
Lack of clarity on the benefits
Lack of trained coaching supervisors
“Don’t think I need it”
Cost

14. Coaching supervision
Lessons from 2008 What were the coaches doing while the banks were burning?

15. Definition of ‘coaching supervision’
“A structured formal process for coaches, with the help of a coaching supervisor, to attend to improving the quality of their coaching, grow their coaching capacity and support themselves and their practice. Supervision should also be a source of organizational learning.” (Hawkins and Schwenk, CIPD research 2006)

16. Aspects of supervision
Kardushin Managerial Educative Supportive
Proctor Normative Formative Restorative
Hawkins & Smith Qualitative Developmental Resourcing

17. Supervision functions
Helps keep the coach honest and courageous, attending to what they are not seeing, not hearing, not allowing themselves to feel, or not saying
Looks at where and how the coach may need to refer the client on for more specialised help
Helps the coach to develop their internal supervisor and become a better reflective practitioner
Key part of continuous professional development and action learning of the coach
Provides a supportive space for the coach to process what they have absorbed from their clients and their clients’ system Q Q D D R

18. Hawkins’s definition of functions of supervision
What coaches value about supervision with Hawkins’ definition of ‘functions of supervision’
What coaches value about supervision and CPD
Hawkins’s definition of functions of supervision
Ranking
Ensure continual growth and development of my practice
Developmental
93% very important
7% quite important
Assure quality in my coaching
Qualitative
80% very important
19% quite important
Become aware of my reactions to the client
Resourcing
Operate ethically as a coach
69% very important 20% quite important
To provide a safe place and restorative function
57% very important
39% quite important
To demonstrate professional standards
53% very important
37% quite important
To understand the client better
52% very important
41% quite important

19. Contrac t Listen Explore Action Review
Clarity over desired outcomes from this session
Help develop their understanding of situation
Feelings and facts What they have already done? What else they might try, more options?
Choose a way forward and rehearse first steps
Review actions and get feedback

20. The Paradigm Shift – stepping up now to meet future needs
Stand shoulder to shoulder as partners facing what the coachee or supervisee’s stakeholders need.

21. Transformational coaching supervision
How does it work?
Working in partnership in service of the world beyond the direct client
Attending to four levels of engagement
Listening beyond the story to the frame, patterns and assumptions
Moving beyond insight and good intention to an embodied shift in being – using fast forward rehearsals
Unlearning as well as learning
Working systemically – realising the shift needs to start in the relationship in the room.’

22. Transformational coaching supervision
Personal Embodied Learning – Getting coaching into the bones
Move from
THINKING the CHANGE To
BEING the CHANGE

23. Transformational coaching supervision
Four Levels of Engagement
Habitual Patterns of Behaviour
Reactive Personal
Feelings
Assumptions, Values,
Stories I tell myself, Motivational Roots
Facts

24. Seven modes of supervision
Supervisory
System
Supervisor
7. The wider context 6
6. The supervisor 5
5. The supervisory relationship and parallel process
Coach 4 7 2 3
4. The coach
3. The coaching relationship
Client 1
Coaching
System
2. The coach’s interventions
1. The client situation

25. Thank you for listening
If you want to follow up with a conversation or discover more about the BCG training in Coaching Supervision then please contact me.
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