The ‘check in’ or ‘numerical empathy’ self-rating is a simple, practical way to build better rapport, increase clarity & empathy, save time and help reduce faulty presumptions, judgements, & mind-reading
‘ The process by which a coach, with the help of a supervisor, can attend to understanding better both the client system and themselves as part of the client-coach system, and by so doing transform their work and develop their craft’
‘ Coaching & Mentoring Supervision is a formal process of professional support which ensures continuing development of the coach and effectiveness of his/her coaching practice through interactive reflection, interpretative evaluation and the sharing of expertise’
‘ Maintain a relationship with a suitably-qualified supervisor who will regularly assess their competence and support their development. The supervisor will be bound by the requirements of confidentiality referred to in the code’
Each Executive Coach will choose a form of supervision and a supervisor that bests fits their learning needs. In ongoing and regular supervision they will discuss confidentially their thoughts, feelings and reactions to their work at all levels: clients, relationships, interventions, contracts, impasses, joys, upsets etc. Supervision will be a forum for reflection on coaching work where supervisees will take responsibility for their own learning
Supervisors will provide APECS with a short annual report on supervisees assuring APECS that they are working ethically and to an acceptable standard.
Association for Professional Executive Coaching & Supervision
Ethical Guidelines January 2006
Functions of Supervision (Hawkins and Smith 2006:151) HAWKINS (CS) PROCTOR (Counselling) KADUSHIN (SW) Developmental Resourcing Qualitative Formative Restorative Normative Educational Supportive Managerial
Heron’s Style of Intervention (1990) ( Expanded ‘table’ in Hawkins and Smith 2006:235 ) DIAGNOSIS (of potential blockage/issue) INTERVENTIONS/ STYLES TYPE Lack of confidence Supportive (affirms worth/value of client) Facilitative Locked in the box Catalytic (helps client elicit self discovery, self directed learning and problem solving) Feelings get in the way Cathartic (helps client discharge/express emotion) Needing new awareness Confronting (raising awareness of limiting attitude/behaviour) Authoritative Do not have necessary info Informative (imparts knowledge, info and meaning) Cannot choose direction Prescriptive (directs behaviour of client)
Institute of Education University of London 20 Bedford Way London WC1H 0AL Tel +44 (0)20 7612 6000 Fax +44 (0)20 7612 6126 Email firstname.lastname@example.org Web www.ioe.ac.uk Final questions, comments?