Coaching Supervision

• Providing a space for active reflection on your professional coaching practice that brings about reflective action when at work – reflection is an action too.
• Partnering in a learning experience that encourages coaches to slow down and notice the context, content, connectedness, and consequences of their work – the richness of the journey as well as the start and end points of a coaching session.
• Creating powerful and meaningful insights based on astute observation brought about by ‘fully present’ listening – listening to what is and is not said and where the energy lies.
• Exploring the source and nature of coaching interventions to maximise personal resources - adding value to the coaching work.
• Working creatively to explore and celebrate success - learning from the difficult or different by balancing the inner voice.
• Building a mutually respectful and trusting relationship – encompassing a transformational quality.
• Using proven techniques to facilitate self-discovery, personal growth and accountability for the art and science of coaching – applying and sharing a range of models, frameworks and techniques often designed in the moment.

We value integrity partnership and professionalism and pride ourselves on working flexibly to build and sustain strong, trust-based rapport that enable our clients to achieve challenging personal development goals and business agendas.

Our coach supervisors hold a professional accreditation, are coaches too, and use regular supervision to help them bring active reflection to their way of working, uphold our professional standards, and continue their own personal development.

• Closing a coaching contract more satisfactorily with learning around staying aware of organisational parallel processes, the importance of interim reviews, honouring personal experiences and intuition, and contracting with sponsors.
• Managing self in a meeting about negative feedback ratings and then working with the feedback giver with learning on clarity of opening position and staying in the Adult Ego state.
• Dysfunctional team leading to negative impact on self-confidence in coaching work with learning around looking at the whole team as a system and not just individuals, using a broader range of interventions, supporting and challenging and acknowledging the transition underway.
• Cleanliness of feedback vs. judgemental behaviour with learning around the power of systemic representation, holding a caring friend…..challenging antagonist continuum rather than an either/or dimension and alternative structures for reflecting on the situation.
• Relationship with coaching associate organisation with learning around necessary distance vs. detachment, the power of acknowledging tangles and working to disentangle, and the place of the inner supervisor.
• Coaching authentically in coaching demos with learning around contracting how the demonstration will end, the difference between ‘artificial’ and ‘incomplete’ and links to the Gestalt Cycle of Experience.