Peer supervision involves coaches providing feedback and support to each other in a collaborative learning environment. It aims to benefit both the coaches involved and their clients. The presenter explained definitions of supervision and peer supervision, functions of supervision, and two models for structuring peer supervision sessions. Users reported that the CLEAR model provided structure and allowed the coach to shape sessions. Challenges included scheduling meetings and including all colleagues. Peer supervision was seen as a way to discuss practice, gain reassurance and advice in a safe space.
The Seven Eyed Model of Supervision, first created by Professor Peter Hawkins in the 1980âs, is now the most used supervision model in the world and has been translated in over ten languages.
This webinar explores new developments in using the model in both supervision of individual coaching, team coaching and organisational consultancy.
The webinar was hosted by Nick Smith and presented by Professor Peter Hawkins both authors of Coaching, Mentoring and Organizational Consultancy: Supervision, Skills and Development and founders of the EMCC accredited Coaching Supervision Certificate Programme.
The Seven Eyed Model of Supervision, first created by Professor Peter Hawkins in the 1980âs, is now the most used supervision model in the world and has been translated in over ten languages.
This webinar explores new developments in using the model in both supervision of individual coaching, team coaching and organisational consultancy.
The webinar was hosted by Nick Smith and presented by Professor Peter Hawkins both authors of Coaching, Mentoring and Organizational Consultancy: Supervision, Skills and Development and founders of the EMCC accredited Coaching Supervision Certificate Programme.
Ipdc training 2014 mentoring & coaching skills Bun Sucento
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IPDC TRAINING & CONSULTING - FACT SINCE 2000
Trained more than 15,000 participants (Top executives, senior managers, middle managers and professionals) in combined 12 years both in in-house and public programs setting
Served more than 650 major clients across industries, sectors and regions, including Vietnam, Malaysia, Thailand.
Run more than 350 different workshops or training programs on yearly basis
Has Partnership with several major training institutions in overseas region.
Indonesia Professional Development Center (IPDC) - a subsidiary of PT. IPDC Consulting & Advisory
IPDC was developed in 2000. Since then we grow becoming one of the leading and well-recognized training and people development firm in Indonesia. Presently, we are supported by dozens of experienced and skillful full-time staff to support our daily operation and more than 100 part-time experienced training facilitators and lead consultants. We are also supported by some of representatives staff at Bandung,, Jogyakarta and Denpasar.
At Indonesia Professional Development Center (IPDC), we offer over 350 different training programs year-round in each year. Individuals participating in these programs benefit from working with a cross-section of peers from different industries. They are also able to share common problems and experiences that enhance their learning and expand their know-how.
IPDC's programs are offered in various formats to suit individual schedules and needs, from intensive 2-4 day classroom sessions to a customized sessions. At IPDC, we believe that all learning should be of direct, practical business use, which is why we deliver everyday skills and processes that can be taken back to the workplace and applied immediately.
Contact Us at:
Rasuna Office Park 2/QO-08.
Jl. HR. Rasuna Said
Jakarta 12960 Indonesia
Ph (+6221) 8378 6465 ; 8378 6477 ; 8378 6389
Fax (+6221) 8378 6478
E-mail : training@ipdc.co.id; registration@ipdc.co.id
www.ipdc.co.id
Give employees renewed meaning in their work, strengthen team/organizational culture, increase teamwork, boost workplace health, heighten creativity, improve risk taking, and increase ownership.
The mission of the Physician Coaching Process is to help Physicians (Coachees) develop and achieve their individual professional and personal goals. By going through this developmental process, the Physicians will develop personal skills and implement their, strengthen skills and become a vital part of the professional growth plan. Physicians will focus on personal and professional development, enhanced performance, development of direct reports, being able to present ideas clearly and appropriately, and learning how to be an integral part of their practice or hospital. Physicians have unique pressures for performance with high expectations of being correct. The key to success is to ensure the Physicianâs achievement of a professional plan for growth and or change. It is up to the Physician, working with the coach to evaluate potential and define an appropriate personal strategic plan.
This is based on the article 'The Surprising Power of Peer Coaching' of Harvard Business Review by Brenda Steinberg and Michael D. Watkins, published on April 14, 2021.
Ipdc training 2014 mentoring & coaching skills Bun Sucento
Â
IPDC TRAINING & CONSULTING - FACT SINCE 2000
Trained more than 15,000 participants (Top executives, senior managers, middle managers and professionals) in combined 12 years both in in-house and public programs setting
Served more than 650 major clients across industries, sectors and regions, including Vietnam, Malaysia, Thailand.
Run more than 350 different workshops or training programs on yearly basis
Has Partnership with several major training institutions in overseas region.
Indonesia Professional Development Center (IPDC) - a subsidiary of PT. IPDC Consulting & Advisory
IPDC was developed in 2000. Since then we grow becoming one of the leading and well-recognized training and people development firm in Indonesia. Presently, we are supported by dozens of experienced and skillful full-time staff to support our daily operation and more than 100 part-time experienced training facilitators and lead consultants. We are also supported by some of representatives staff at Bandung,, Jogyakarta and Denpasar.
At Indonesia Professional Development Center (IPDC), we offer over 350 different training programs year-round in each year. Individuals participating in these programs benefit from working with a cross-section of peers from different industries. They are also able to share common problems and experiences that enhance their learning and expand their know-how.
IPDC's programs are offered in various formats to suit individual schedules and needs, from intensive 2-4 day classroom sessions to a customized sessions. At IPDC, we believe that all learning should be of direct, practical business use, which is why we deliver everyday skills and processes that can be taken back to the workplace and applied immediately.
Contact Us at:
Rasuna Office Park 2/QO-08.
Jl. HR. Rasuna Said
Jakarta 12960 Indonesia
Ph (+6221) 8378 6465 ; 8378 6477 ; 8378 6389
Fax (+6221) 8378 6478
E-mail : training@ipdc.co.id; registration@ipdc.co.id
www.ipdc.co.id
Give employees renewed meaning in their work, strengthen team/organizational culture, increase teamwork, boost workplace health, heighten creativity, improve risk taking, and increase ownership.
The mission of the Physician Coaching Process is to help Physicians (Coachees) develop and achieve their individual professional and personal goals. By going through this developmental process, the Physicians will develop personal skills and implement their, strengthen skills and become a vital part of the professional growth plan. Physicians will focus on personal and professional development, enhanced performance, development of direct reports, being able to present ideas clearly and appropriately, and learning how to be an integral part of their practice or hospital. Physicians have unique pressures for performance with high expectations of being correct. The key to success is to ensure the Physicianâs achievement of a professional plan for growth and or change. It is up to the Physician, working with the coach to evaluate potential and define an appropriate personal strategic plan.
This is based on the article 'The Surprising Power of Peer Coaching' of Harvard Business Review by Brenda Steinberg and Michael D. Watkins, published on April 14, 2021.
Transformational Coaching Supervision webinar with Professor Peter Hawkins, founder, Bath Consulltancy Group and Nick Smith, Executive Coaching Consultant, Bath Consultancy Group.
Group Supervision:Shifting Coaching to Enable Change webinar July 2014GP Strategies Limited
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As part of the Transformational Coaching Supervision programme at Bath Consultancy Group this webinar presentation explores the benefits and approach to Group Supervision for internal and external coaches to enhance their coaching capability.
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This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
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The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
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Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
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Azure Interview Questions and Answers PDF By ScholarHat
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PDD 2019 One for all and all for one peer supervision - Rob Wood
1. All for one
and one
for all
Peer Supervision
What is it and how
can it help?
Careers and Employability Service
www.southampton.ac.uk/careers
careers@southampton.ac.uk
rob.wood@southampton.ac.uk
2. A bit about me
Entered Career Guidance via Enterprise, Training
& Business Coaching Background âŚ
MA Coaching Practice (OxB) and PGDip Career
Coaching (UEL)
Coach Supervision Training at Oxford Brookes
University in 2014 - 4 day course plus one
year supervised practice
I have run group supervision sessions and have a
handful of self-employed coaches that I work with
individually as their supervisor.
Specialise in supervision of career coaches
running their own business.
3. A bit about what weâve
tried this year
My colleague Heather Pasero set up an
experimental coaching programme for First
Generation Students.
4.
5. A bit about what weâve
tried this year
My colleague Heather Pasero set up an
experimental coaching programme for First
Generation Students.
She invited me to act as âsupervisorâ for the team
of coaches. After some discussion I proposed we
have a go at peer supervision groups with a view
to this being a developmental thing for everyone
and could perhaps be useful beyond the coaching
programme.
This session is me explaining what we did and
what we've discovered.
7. Definition of Supervision
Association of Coaching (2017) [EMCC/ICF]
Coaching supervision offers a confidential and
collaborative working relationship in which the
practice, tasks, process and challenges of a
coachâs work may be explored.
Through this trusting partnership the coach and
coaching supervisor work to further enhance the
coachâs competency, confidence and mastery to
ensure the best possible service to coaching
clients (coachees and, where relevant, coaching
sponsors).
8. Definition of PEER Supervision
Turner, Lucas & Whitaker (2018)
â ⌠a collaborative learning environment created
between fellow coaches, mentors or other
practitioners. It is of mutual benefit to the
practitioners involved as well as being of service to
their clients and the wider system. Peers often
have comparable levels of expertise and are
without supervision training. It is a self-managed
arrangement ⌠it is reciprocal and creates the
power to reflect on practice together âŚâ
9. Functions of Supervision
Proctor (1987)
Normative â ensuring that work is professional
and ethical.
Formative â providing feedback and direction
Restorative â listening, supporting and
challenging
10. Functions of Supervision
Hawkins & Smith (2006)
Qualitative â gaps in training, blind spots,
vulnerabilities.
Developmental â developing skills, understanding
and capacities.
Resourcing â responding to the effect of the
emotions of the client.
11. Think â Talk â Tell
Take a few minutes to consider what we've looked at
so far ⌠what you think ⌠how it compares to your
view of âsupervisionâ?
Gather into pairs or groups of 3 and talk about your
thoughts.
You'll be invited to feed your thoughts back to the
whole group
14. 7-Eyed Model â 1-1/Group Supervision
The 7-eyed model is the most used model for supervision of coaches,
counsellors and therapists. It involves 3 people (supervisor, coach and
client) and looks at seven âdomainsâ.
Focus-Based Approach
15.
16. 5-Eyed Variation - Self-Supervision
If you remove the Supervisor Relationship, you have a model for self-
reflection (Self-supervision) on your coaching.
5
5
18. LEAD CLEAR STAGES
Sup/Coach C1 â CONTEXT What is your supervision Question?
Supervisor C2 â CONTRACT âSupervisorâ explains process/options
Sup/Coach L â LISTEN to the coach without comment or interruption
Coach Coach decides between the options available
Sup/Peers E1 â Peers ask for clarity
Sup/ Peers E2 â Peers explore choices/interventions/experiences
Sup/Coach A â ACTION an action the coach wants to take & reveal
Sup/Coach R â REVIEW What are you thinking? What are you feeling?
CLEAR how it works
the coach decides what happens
20. 20
Peer Supervision Benefits
A management perspective
Benefits of introducing peer supervision
into the team have included:
⢠An opportunity to develop new or less
experience members of staff through
sharing practice and expertise
⢠Providing an outlet for team members
to share their frustrations, successes
and challenges with each other
⢠Team members learning peer supervision skills to further
develop their abilities
⢠Improvement in team morale and collaboration across the team
21. 21
A management perspective
Challenges of introducing peer supervision in the team
have included:
⢠Finding a shared time slot in which supervision groups can
meet. We have now included this in our team meeting rota.
⢠Stepping back as a manager and not trying to fix everything
⢠Mixed engagement at times so keeping all team members
invested and focussed on the purpose of the sessions
⢠Considering how to organise the groups so that people
meet with a range of team members and benefit from a
wealth of advice
Peer Supervision Challenges
22. What we did
Training session - people sent the slides and CLEAR sheet.
Self selected into groups of three
The groups were self-managed
We started with 60-90 minute meetings about a month apart.
Each took turns to be the âcoachâ (speaker), one was a âpeer
supervisorâ, and the third member observed and kept an eye
on the time
There was no reporting required, but personal sharing on
benefits did occur in 1:1s.
The focus was on supporting the First Generation Coaching
Programme ... but it was accepted that the âstoryâ people told
may be wider than that just the coaching sessions?
23. âUser feedbackâ
Using the CLEAR Peer Supervision Framework allowed
the supervisor and coach to have a structure to their
supervision sessions; enabling the coach to take the lead
on what happens during supervision sessions and shape
the session around their needs, enquiries and questions.
It has been wonderful working with my supervision
group but it has been difficult to schedule regular
meetings due to other commitments.
I feel my practice could be enhanced further if I
presented my supervision questions and received
feedback/advice from all of my colleagues who are
involved in the coaching programme.
24. âUser feedbackâ
Coaching and Career Guidance are, by their nature, very
private activities, and I think itâs essential to have the
opportunity to discuss ways (in a safe space and a
structured way) in which practice might be improved
and individuals might be supported better ⌠highlights
of supervision: reassurance, practical advice.
Due to staff sickness, it has meant that sadly our
supervision has been bumped back a few times ⌠maybe
larger groups with the expectation that not everyone will
have the chance to âshareâ in every meeting.
25. References
Bachkirova, T. (2007), Role of coaching psychology in defining boundaries
between counselling and coaching, chapter 18 in S. Palmer & A. Whybrow, (Eds.),
Handbook of Coaching Psychology, London: Routledge, pp. 325-350.
Bachkirova, T. (2008) Coaching supervision: reflection on changes and challenges,
People and organisations at work, Autumn edition, 2008
Buckley, A. (2007), The mental Health Boundary in relationship to coaching and
other activities, International Journal of Evidence Based Coaching and Mentoring
Carroll, M & Gilbert, M. On being a supervisee: creating learning partnerships,
Self-published manual
Clarkson, P., (2000), The Therapeutic Relationship, London: Whurr Publishers
Ltd
Cavanagh, M. (2005), Mental-Health Issues and Challenging Clients in Executive
Coaching, in Cavanagh, Grant &Kemp, (Eds), Evidence-Based Coaching, vol. 1
Theory, research and practice from the behavioural sciences, Australian Academic
Press, pp. 21â36
26. References
De Haan, E. (2008), Relational Coaching: journeys towards mastering one-to-
one learning, John Wiley & Sons, Ltd
Egan, G. (2007), The Skilled Helper, 8th edition, Thomson Brooks/Cole
Grant, A. (2012) Australian Coachesâ View on Coaching Supervision: A Study with
Implications for Australian Coach Education, Training and Practice, International
Journal of Evidence Based Coaching and Mentoring, 10(2), 17-33.
Grant, A. and Cavanagh, M. (2004), Toward a profession of coaching: Sixty-five
years of progress and challenges for the future, International Journal of Evidence-
Based Coaching and Mentoring, Vol. 2, No. 1, pp. 1-16
Grant, A., Towards a Psychology of Coaching, Oxford School of Coaching and
Mentoring Conference, July, 2001
Hawkins, P. and Smith, N. (2006) Coaching, Mentoring and Organizational
Consultancy: Supervision and Development, Maidenhead: Open University Press
27. References
Maxwell, A. (2009). How do business coaches experience the boundary between
coaching and therapy/counselling? Coaching: An International Journal of Theory,
Research & Practice. 2: 149-162.
Price, J. (2009). The coaching/therapy boundary in organizational coaching.
Coaching: An International Journal of Theory, Research & Practice. 2: 135-148.
Lambert, M.J. and Barley, D.E. (2001), Research summary on the therapeutic
relationship and psychotherapy outcome, Psychotherapy: Theory, Research,
Practice, Training, Vol 38(4), Winter 2001, pp 357-361
Rogers, C. (1980), A Way of Being, Boston: Houghton Mifflin
Spinelli, E. (2007), The therapeutic relationship: a view from existential
psychotherapy, Therapy Today, Feb 2007, Vol. 18, Issue 1
28. In pairs spend a few minutes discussing the following
questions:
â What have you learned from todayâs session?
â In what ways might peer supervision help
you?
Reflection
30. Who Benefits from supervision?
The practitioner/coach (supervisee)
The client/coachee (individuals receiving coaching)
The organisation providing the coaching
The coaching world or âprofessionâ
The wider system (furthers the acceptance and use of
coaching in society and the workplace, improves standards
and education - e.g. there was no coach supervision or
training for coach supervisors when I started coaching
15 years ago
31. Focus-Based Approach
You keep everything in sight and focus on
whichever is most relevant at the time
7-Eyed Model (Hawkins & Smith, 2006)
Client â whatâs going on with them
Coachâs interventions
Relationship between coach and client
Coach â whatâs going on with them
Relationship between supervisor and coach
Supervisor â whatâs going on with them
Wider Context