Gray, D. E. (2010). “Towards the lifelong skills and business development of coaches: An integrated model of supervision and mentoring.” Coaching: An International Journal of Theory, Research and Practice 3(1): 60-72.
This article offers an original model for the professional development of coaches that integrates models of coach supervision with mentoring–the supervisor-mentor. Many coaches are new to the profession and may lack experience of managing their own business. It is likely that these and many other coaches could benefit from the support and guidance of more experienced practitioners. One answer is a supervisor, but the functions of supervision often focus on helping the development of the coach as a professional, including skills development, emotional support and understanding the ethical principles in coaching. Supervisors are not necessarily responsible for the career development of coaches, nor do they normally provide advice on, say, business strategy or marketing principles for the coach’s business. This article argues that there exists a significant gap that can be filled by another kind of helping intervention–a mentor. The article explores three potential models of coach mentoring: constellation, complementary and integrated supervisor-mentoring–the latter combining coach supervision with mentoring. Recommendations are made for future research in this area.
Case Studies
Lewis, P. B. (1947). “Supervisory training methods.” Personnel Journal 25: 316-322.
The foundation of training at DuPont is training through example all along the line. Next in importance comes coaching on-the-job, which is really just good supervision. There is also departmental training which consists of discussion meetings held by department heads for their supervisors or foremen. To obtain uniformity of policy, plant- wide discussion meetings are held for department heads, foremen and supervisors from various departments. In addition, plant-wide informational meetings are held. Finally, special short programs are prepared to train along lines not yet incorporated into the regular training programs.
Armstrong, H. and M. Geddes (2009). “Developing coaching supervision practice: An Australian case study.” International Journal of Evidence Based Coaching and Mentoring 7(2): 1-15.
This paper describes a coaching supervision framework and practice and the effects of it on participants in the monthly supervision groups. The framework was originally developed in an action research process aimed at improving and standardising supervision practice and consists of a conceptual model and a structure for the supervision conversation. In 2008, in the spirit of continuous improvement, a qualitative researcher was invited to explore the effects of this revamped supervision practice. The paper draws on three sources of data: observation of supervision groups in action, written reflections from supervisors and interviews with supervisees.
Team Supervision
Bergquist, William (2014) “The Revised Balint Method: A Powerful Tool for Reflecting on Professional Coaching Practices. Library of Professional Coaching. https://libraryofprofessionalcoaching.com/applicationsuses/training-applicationsuses/the-revised-balint-method-a-powerful-tool-for-reflecting-on-professional-coaching-practices/
A particular reflective process has been used for many years in the supervision of physicians. Originally developed and used by a psychoanalytically-trained clinician (Balint), it has been used recently among professional coaches in their work with one another in a group setting (usually 6-8 coaches). Six steps are taken in conducting a Balint group (revised for use with coaches).
Margaret Cary
April 25, 2023 at 11:57 am
Thank you, Bill. This information is a gold mine! -Maggi