Summary Aims of supervision Types of supervision Supervision and externally resourced executive coaches Managing supervision Using a supervisor Aims of supervision In the workplace, the term “supervision” is usually applied to line management, where the supervisor takes overall responsibility for the work of direct reports. In coaching and mentoring, supervision is much more about supporting (more…)
Coaching Supervision is a process for helping coaches reflect on their practice so that they grow in competence and ensure client safety. It draws on the world of counselling, where supervisors provide three important roles: Normative – the supervisor accepts (or more accurately shares with the supervisee) responsibility for ensuring that the supervisee’s work is (more…)
Measurements of the impact of coaching consistently show a high return on investment from successful creation of a coaching culture within teams and from executive coaching. The picture with regard to life coaching and basic “sheep dip” training of line managers as coaches is much less clear. Creating a coaching culture in the team has (more…)
Coaching aims at the personal and professional development of an employee. It works best when it happens in a climate of openness and mutual respect. Our expectations of each other are that: Responsibility for success of coaching is shared between coach and coachee We will agree clear and specific initial goals for coaching, while recognising (more…)
Coaching is arguably the most powerful method of learning at work. Coaching is a key skill for every manager and knowing how to seek and use coaching is a key skill for employees, who wish to become more effective in their current roles and perhaps advance to more senior roles. Here are answers to some (more…)
Effective coachees tend to be committed to and willing to spend time on their learning. They recognize the importance of playing an active role in the coaching relationship – they don’t expect to be coached so much as to engage with coaching. Some of the key attributes they exhibit are expressed in the questionnaire below. (more…)
Coaching can be beneficial at almost any time, but you will find it particularly beneficial when: You are looking to take on a new job role, or have just done so You keep putting off action or decisions that you know you need to get on with You need help with your personal development plan (more…)
Coordinators are the largely unsung heroes of mentoring programmes. They promote the programme to participants and corporate sponsors; to protect it from the destructive forces of sudden economies and changes of management fashion; and to maintain the quality of the programme, often on limited budgets. Great mentoring coordinators always have remarkable reserves of enthusiasm, both (more…)
How to be a mentor to mentors One of the key supports for mentoring programmes is having a cadre of highly experienced mentors, who new mentors can lean on and learn from. In some programmes, these mentors take on much of the burden of new mentor development, shifting the balance from classroom learning towards ad (more…)
The term “judgementoring’ comes from a study of mentoring in the teaching professions, where it was defined as: “a one to one relationship between a relatively inexperienced teacher (the mentee) and a relatively experienced one (the mentor) in which the latter, in revealing too readily and/or too often her/his own judgements on or evaluations of (more…)