Skip to main content
SpringerLink
Log in

Coaching Supervision: Towards a Systemic Coaching Supervision Framework

  • Chapter
  • First Online:
Coaching Psychology: Meta-theoretical perspectives and applications in multicultural contexts

Abstract

Coaching supervision is an emerging and at the same time a contentious development intervention to improve coaching practices (Grant AM, Int J Evid Based Coach Mentor 10(2):17–33, 2012). While professional supervision is strongly recommended by coaching bodies and coaching organizations (Standards Australia, SAI Global Limited under licence from Standards Australia Limited, Sydney, 2010), its rate of development and uptake varies considerably across the world with potentially more coaching supervisors trained in UK and Germany than the rest of the world combined (Hawkins P, Smith N, Coaching, mentoring, and organisational consultancy: Supervision, skills and development. McGraw-Hill Education, Maidenhead, 2013). Given an increasing awareness regarding the role of supervision in professional development and in enhancing standards of practice (Lawrence P, White A, Coach Int J Theory Res Pract 7(1):39–55. doi:10.1080/17521882.2013.878370, 2014; Passmore J, Supervision in coaching: Supervision, ethics, and continuous professional development. Kogan Page, London, 2011), very little attention has been paid in the published literature to the need for specific training, anchored in theoretically-grounded and evidence-based programmes (Grant Am, Int J Evid Based Coach Mentor, 10(2):17–33, 2012). As scientist/practitioners it is therefore imperative to firstly understand the broader landscape in which coaching supervision training will take place. From a systems perspective the landscape includes all the different components which need to be considered in designing a coaching supervision training programme. In the light of this, the aim of this chapter is to present a coaching supervision framework based on a systemic approach to supervision, according to which the training and development of potential supervisors can be structured. A systemic perspective highlights the multitude of components that shape the supervision process. The chapter further aims to stimulate discussion regarding the critical building blocks included in the framework from a multicultural perspective and a number of design questions are therefore posed at the end of each section. These questions also represent areas for future research in coaching supervision. The framework emerged from a conceptual analysis of current practices, scholarly research and the collective experience of the authors as leadership and executive coaches who also provide supervision.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 84.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 109.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 109.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • Alderfer, C. P. (1977). Improving organisational communication through long-term intergroup intervention. Journal of Applied Behavioral Science, 13, 193–210.

    Article  Google Scholar 

  • Annan, J., & Ryba, K. (2013). Networks of professional supervision. School Psychology Quarterly, 28(2), 170–182.

    Article  PubMed  Google Scholar 

  • Association for Coaching. (2012). Supervision report. Downloaded from www.associationforcoaching.com

  • Bachkirova, T., Cox, E., & Clutterbuck, D. (2014). Introduction. In E. Cox, T. Bachkirova, & D. Clutterbuck (Eds.), The complete handbook of coaching (2nd ed., pp. 1–20). London: Sage.

    Google Scholar 

  • Bennett, M. J. (2004). Becoming interculturally competent. In J. Wurzel (Ed.), Toward multiculturalism: A reader in multicultural education (2nd ed., pp. 62–77). Newton: Intercultural Resource Corporation.

    Google Scholar 

  • Blanton, J. S. (2014). Supervision practices in consulting and industrial-organisational psychology doctoral programs and consulting firms. Consulting Psychology Journal: Practice and Research, 66(1), 53–76. doi:10.1037/a0035681.

    Article  Google Scholar 

  • Butwell, J. (2006). Group supervision for coaches: Is it worthwhile? A study of the process in a major professional organisation. International Journal of Evidence Based Coaching and Mentoring, 4(2), 43–53.

    Google Scholar 

  • Campone, F. (2011). The reflective coaching practitioner model. In J. Passmore (Ed.), Supervision in coaching: Supervision, ethics and continuous professional development (pp. 11–29). London: Kogan Page.

    Google Scholar 

  • Carroll, M. (2006). Key issues in coaching psychology supervision. The Coaching Psychologist, 2(1), 4–8.

    Google Scholar 

  • Carroll, M. (2010). Supervision: Critical reflection for transformational learning (Part 2). The Clinical Supervisor, 29(1), 1–19. doi:10.1080/07325221003730301.

    Article  Google Scholar 

  • Casement, P. (1985). On learning from the patient. East Sussex: Routledge.

    Google Scholar 

  • Cavanagh, M., & Lane, D. (2012). Coaching psychology coming of age: The challenges we face in the messy world of complexity. International Coaching Psychology Review, 7(1), 75–90.

    Google Scholar 

  • Christiansen, A. T., Thomas, V., Kafescioglu, N., Karakurt, G., Lowe, W., Smith, W., & Wittenborn, A. (2011). Multicultural supervision: Lessons learned about an ongoing struggle. Journal of Marital and Family Therapy, 37, 109–119. doi:10.1111/j.1752-0606.2009.00138.x.

    Article  PubMed  Google Scholar 

  • Cox, E. (2012). Individual and organisational trust in a reciprocal peer coaching context. Mentoring & Tutoring, 20, 427–443.

    Article  Google Scholar 

  • Critchley, B. (2010). Relational coaching: Taking the coaching high road. Journal of Management Development, 29(10), 851–863.

    Article  Google Scholar 

  • Drake, D. B. (2011). What do coaches need to know? Using the mastery window to assess and develop expertise. Coaching an International Journal of Theory, Research and Practice, 4, 138–155.

    Article  Google Scholar 

  • Drake, D. B. (2014). Three windows of development: A postprofessional perspective on supervision. International Coaching Psychology Review, 9, 38–48.

    Google Scholar 

  • Ethical Rules of Conduct for Practitioners Registered Under the Health Professions Act, 1974 (2006, August 4). Government Gazette, 29079, Cape Town.

    Google Scholar 

  • Falender, C. A., & Shafranske, E. P. (2007). Competence in competency-based supervision practice: Construct and application. Professional Psychology: Research and Practice, 38(3), 232–240.

    Article  Google Scholar 

  • Fuqua, D. R., & Newman, J. L. (2002). The role of systems theory in consulting psychology. In R. L. Lowman (Ed.), The California School of Organisational Studies. A comprehensive guide to theory, skills, and techniques: Handbook of organisational consulting psychology (pp. 76–105). San Francisco: Jossey-Bass.

    Google Scholar 

  • Grant, A. M. (2012). Australian Coaches’ views 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.

    Google Scholar 

  • Gray, D. (2007). Towards a systemic model of coaching supervision: Some lessons from psychotherapeutic and counselling models. Australian Psychologist, 42(4), 300–309.

    Article  Google Scholar 

  • Gray, D. E., & Jackson, P. (2011). Coaching supervision in the historical context of psychotherapeutic and counselling models: A meta-model. In J. Bachkirova, P. Jackson, & D. Clutterbuck (Eds.), Coaching and mentoring supervision: Theory and practice. Berkshire: Mcqraw-Hill.

    Google Scholar 

  • Grus, C. L. (2013). The supervision competency: Advancing competency-based education and training in professional psychology. The Counseling Psychologist, 41(1), 131–139.

    Article  Google Scholar 

  • Hawkins, P. (2010). Coaching supervision. In J. Passmore (Ed.), Excellence in coaching: The industry guide (pp. 215–225). London: Kogan Page.

    Google Scholar 

  • Hawkins, P., & Schwenk, G. (2006, September). Coaching supervision. Paper presented at the CIPD coaching conference. London, UK. Retrieved from http://www.cipd.co.uk/NR/rdonlyres/C76BD1C9-317C-4A2C-B0D3708F3ED2EC81/0/coac hsupevrp.pdf

  • Hawkins, P., & Shohet, R. (1989). Supervision in the helping professions. Buckingham: Open University Press.

    Google Scholar 

  • Hawkins, P., & Shohet, R. (2000). Supervision in the helping professions. Buckingham: Open University Press.

    Google Scholar 

  • Hawkins, P., & Shohet, R. (2012). Supervision in helping professions (4th ed.). Maidenhead: Open University Press.

    Google Scholar 

  • Hawkins, P., & Smith, N. (2006). Coaching, mentoring and organisational consultancy: Supervision and development. Maidenhead: Open University Press.

    Google Scholar 

  • Hawkins, P., & Smith, N. (2013). Coaching, mentoring, and organisational consultancy: Supervision, skills and development. Maidenhead: McGraw-Hill Education.

    Google Scholar 

  • Hodge, A. (2014). Pillars of support. Coaching at Work, 9(4), 35–38.

    Google Scholar 

  • Holton, E. F., & Swanson, R. A. (2011). Foundations of human resource management. Retrieved from http://www.readhowyouwant.com

  • Inman, A. G., & DeBoer Kreider, E. (2013). Multicultural competence: Psychotherapy practice and supervision. Psychotherapy, 50, 346–350. doi:10.1037/a0032029.

    Article  PubMed  Google Scholar 

  • Inman, A. G., & Ladany, N. (2014). Multicultural competence in psychotherapy supervision. In F. L. Leong, L. Comas-Díaz, G. C. Nagayama Hall, V. C. McLoyd, & J. E. Trimble (Eds.), APA handbook of multicultural training (pp. 643–658). Washington, DC: APA. doi:10.1037/14187-036.

    Google Scholar 

  • Johansen, B. (2012). Leaders make the future: Ten new leadership skills for an uncertain world. San Francisco: Berrett-Koehler Publishers.

    Google Scholar 

  • Kadushin, A. (1992). What’s wrong, what’s right with social work supervision. The Clinical Supervisor, 10(1), 3–19.

    Article  Google Scholar 

  • Kampa, S., & White, R. P. (2002). The effectiveness of executive coaching: What we know and what we still need to know. In R. L. Lowman (Ed.), The California School of Organisational Studies. A comprehensive guide to theory, skills, and techniques: Handbook of organisational consulting psychology (pp. 139–158). San Francisco: Jossey-Bass.

    Google Scholar 

  • Kampa-Kokesch, S., & Anderson, M. Z. (2001). Executive coaching: A comprehensive review of the literature. Consulting Psychology Journal: Practice and Research, 53(4), 205–228.

    Article  Google Scholar 

  • Kilburg, R. R. (2001). Facilitating intervention adherence in executive coaching: A model and methods. Consulting Psychology Journal: Practice & Research, 53(4), 251–267.

    Article  Google Scholar 

  • Knowles, M. S. (1990). The adult learner: A neglected species (4th ed.). Houston: Gulf.

    Google Scholar 

  • Knowles, M., Holton, E. F., & Swanson, R. A. (2011). The adult learner. Burlington: Elsevier.

    Google Scholar 

  • Ladany, N., Mori, Y., & Mehr, K. E. (2013). Effective and ineffective supervision. The Counseling Psychologist, 41, 26–45.

    Article  Google Scholar 

  • Lawrence, P., & White, A. (2014). What is coaching supervision and is it important? Coaching: An International Journal of Theory, Research and Practice, 7(1), 39–55. doi:10.1080/17521882.2013.878370.

    Google Scholar 

  • Lowman, R. L. (2005). Executive coaching: The road to Dodoville needs paving with more than good assumptions. Consulting Psychology Journal: Practice and Research, 57(1), 90–96.

    Article  Google Scholar 

  • Mead, G., Campbell, J., & Milan, M. (1999). Mentor and Athene: Supervising professional coaches and mentors. Career Development International, 4(5), 283–290.

    Article  Google Scholar 

  • Moyes, B. (2009). Literature review of coaching supervision. International Coaching Psychology Review, 4, 162–173.

    Google Scholar 

  • Murdoch, E., & Arnold, J. (2013). Full spectrum supervision: “Who we are is how you supervise”. St Albans: Panoma Press.

    Google Scholar 

  • O’Donovan, A., Halford, W. K., & Walters, B. (2011). Towards best practice supervision of clinical psychology trainees. Australian Psychologist, 46, 101–112.

    Article  Google Scholar 

  • Odendaal, A., & Kwiatkowski, R. (in press). Supervision in industrial, organisational, work and occupational psychology. In D. A. Lane, M. Watts, & S. Corrie (Eds.), Psychological supervision – emergence and growth in practice. London: Open University Press.

    Google Scholar 

  • Oshry, B. (1994). Seeing systems: Unlocking the mysteries of organisational life. San Francisco: Berrett-Koehler.

    Google Scholar 

  • Passmore, J. (2010). Excellence in coaching: The industry guide. London: Kogan Page.

    Google Scholar 

  • Passmore, J. (2011). Supervision in coaching: Supervision, ethics, and continuous professional development. London: Kogan Page.

    Google Scholar 

  • Passmore, J., & McGoldrick, S. (2009). Super-vision, extra-vision or blind faith? A grounded theory study of the efficacy of coaching supervision. International Coaching Psychology Review, 4(2), 145–161.

    Google Scholar 

  • Proctor, B. (1987). Supervision: A co-operative exercise in accountability. In M. Marken & M. Payne (Eds.), Enabling and ensuring supervision in practice. Leicester: National Youth Bureau.

    Google Scholar 

  • Rosinski, P. (2003). Coaching across cultures: New tools for leveraging national, corporate and professional differences. London: Nicholas Brealey Publishing.

    Google Scholar 

  • Schön, D. A. (1983). The reflective practitioner. San Francisco: Jossey-Bass.

    Google Scholar 

  • Schwenk, G., & Jack, R. (2013). Leading the way. Coaching at Work, 8(5), 32–36.

    Google Scholar 

  • Soheilian, S. S., Inman, A. G., Klinger, R. S., Isenberg, D. S., & Kulp, L. E. (2014). Multicultural supervision: Supervisees’ reflections on culturally competent supervision. Counselling Psychology Quarterly, 27(4), 379–392. doi:10.1080/09515070.2014.961408.

    Article  Google Scholar 

  • Spaten, O. M., & Flensborg, W. (2013). When middle managers are doing employee coaching. International Coaching Psychology Review, 8(2), 18–39.

    Google Scholar 

  • Stacey, R. D. (2007). Strategic management and organisational dynamics: The challenge of complexity (5th ed.). London: Financial Times.

    Google Scholar 

  • Standards Australia Guidelines for Coaching in Organisations. (2010). Sydney: SAI Global Limited under licence from Standards Australia Limited.

    Google Scholar 

  • Thompson, N., & Pascal, J. (2012). Developing critically reflective practice. Reflective Practice: International and Multi-disciplinary Perspectives, 13(2), 311–325. doi:10.1080/14623943.2012.657795.

    Article  Google Scholar 

  • Veldsman, T. H. (2013). People professionals fit for emerging economies. In S. Bluen (Ed.), Talent management in emerging markets (pp. 179–202). Johannesburg: Knowres.

    Google Scholar 

  • Whybrow, A., & Palmer, S. (2006). Taking stock: A survey of coaching psychologists’ practices and perspectives’. International Coaching Psychology Review, 1(1), 56–75.

    Google Scholar 

  • Wong, L. C. J., Wong, P. T. P., & Ishiyama, I. F. (2013). What helps and what hinders in cross-cultural clinical supervision: A critical incident study. The Counseling Psychologist, 41(1), 66–85. doi:10.1177/0011000012442652.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Investec, Johannesburg, South Africa

    Pieter Koortzen

  2. Department of Industrial Psychology & People Management, University of Johannesburg, Johannesburg, Gauteng, South Africa

    Aletta Odendaal

Authors
  1. Pieter Koortzen
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Aletta Odendaal
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Pieter Koortzen .

Editor information

Editors and Affiliations

  1. OptentiaRsrchFocusAra,DepofIndPhsycology, SchlforBehaviouralScs North-West Univ, Muckleneuk, South Africa

    Llewellyn E. van Zyl

  2. OptentiaRsrchFocusAra,DepofIndPhsycology, SchlforBehaviouralScs North-West Univ, Vanderbijlpark, South Africa

    Marius W. Stander

  3. Dep of Industrial Psychology & Ppl Mgmt, University of Johannesburg, Johannesburg, South Africa

    Aletta Odendaal

Rights and permissions

Reprints and permissions

Copyright information

© 2016 Springer International Publishing Switzerland

About this chapter

Cite this chapter

Koortzen, P., Odendaal, A. (2016). Coaching Supervision: Towards a Systemic Coaching Supervision Framework. In: van Zyl, L., Stander, M., Odendaal, A. (eds) Coaching Psychology: Meta-theoretical perspectives and applications in multicultural contexts. Springer, Cham. https://doi.org/10.1007/978-3-319-31012-1_4

Download citation

Publish with us

Policies and ethics

Search

Navigation