E. Del Pianto, C. Rizzo, A. Soyez, S.Dini Taking the ... · S. Dini -Taking the temperature of supervision in Coaching/Coaching Psychology: ... the process of the looking-glass self

E. Del Pianto, C. Rizzo, A. Soyez, S.Dini

Taking the temperature of supervision in

Coaching/Coaching Psychology:

SCP Italy’s first survey

What we will look at

• SCP Italy main assumptions on Supervision

• Objectives of the survey

• Survey Method

• Key Findings

• Conclusions

• What's done & what's next

2 S. Dini -Taking the temperature of supervision in Coaching/Coaching Psychology: SCP Italy’s first survey

SCP Italy main assumptions on Supervision

Continuing Professional Development

Coaching Psychology

Practice

Supervision

Training Research


Objectives of SCP Italy’s first survey

SCP Italy’s first survey on Supervision in Coaching

is a descriptive survey aimed to

explore to what extent coaches’ direct experience,

their main expectations & their needs

in order to provide our members with Coaching Metavision

services


Survey Method

Analysis of existing literature

Identification of 5 key areas to be explored

Development of an online

questionnaire

Identification of targets and

survey deployment

Data processing &

analysis

• experiences of supervision (relevance, practice, supply)

• expectations of supervision benefits

• choosing a coach supervisor (competencies & qualities)

• practice of coaching (fields, methods, spread)

• service requirements (frequency, modes)

An online questionnaire based on 38 multiple-choice, with

closed and open questions

The 5 Key Areas

The Questionnaire


Method

We adopted a mixed strategy of an ad hoc & snowball sampling.

The survey was online from 22 May to 6 July 2012

Total surveys started: 155

Total surveys completed: 124 (80%)

• The data analysis comprises both quantity/quality

• Data will be analyzed through frequency distribution, tabulation of

qualitative data and Pearson chi-square test

• The survey will be longitudinal and performed on a yearly basis

Survey deployment & redemption

Data analysis

Analysis of existing literature

Identification of 5 key areas to be explored

Development of an online

questionnaire

Identification of targets and

survey deployment

Data processing &

analysis


Profile of the Respondents

MAIN Characteristics Data (%)

Female 61,3

Chartered psychologists 33,1

Average Coaching Experience (in years) 0-3 yrs 3-9 yrs >10 yrs

40 40,8 19,2

Have a Coaching certification 65,3

Free lance 73,4

Average time percentage dedicated to practicing

Individual Coaching (rather than Team Coaching) 78,2

Mainly practicing Organisational and Life Coaching Organisational Life

87,9 53,2

Average number of Coachees (in three categories) No coachee

1-10 coachees

>11 coachees

6,4 71,8 21,8


• Value & Experience of supervision

• Supervision benefits expectations

• Choosing a coach supervisor

• Service requirements

Key Findings


Value & Experience of supervision

Demand

Supply

yes 38,5%

no 57,3%

other 4,2%

Most 75%

Fairly 22%

Little 3%

Supervision's importance

how important, how widely used, how often supplied

yes 47,4%

no 52,6%


frequency, length & cost of the sessions

28%

57%

15%

how long one session (in minutes)?

up to 50'

51' to 90'

91' to 150'

44%

28%

28%

cost per session (in euro)?

pro bono

up to 100

from 100

Value & Experience of supervision

Every month

On demand

Every 2 months

Every 6 month

Every year

Every 3 months

Every15 days 4,1% (3)

9,5% (7)

9,5% (7)

10,8% (8)

14,9 % (11)

22,9 % (17)

25,7 % (19)

0 10 20 30

Frequenza sessioni frequency of the sessions

10





Key Findings


What benefits would you like to earn from supervision experience?

Supervision benefits expectations

16,1 (22)

16,8 (23)

19,7 (27)

25,5 (35)

27,0 (37)

28,5 (39)

(28,5 (39)

29,2 (40)

31,4 (43)

34,3 (47)

50,4 (69)

56,9 (78)

62,0 (85)

26,8

70,7

12,0

50,6

0% 10% 20% 30% 40% 50% 60% 70% 80%

coaches

coach & psychologist

both






Key Findings


Choosing a coach supervisor What guides you in choosing the supervisor?

45,5

%

73,9%

53%

FLEXIBLE USE OF DIFFERENT FORMATS


63,4

%

51,1%

46,6%

45,8

%

Given that all of the following characteristics are potentially

positive, which would you want your supervisor to have?

Choosing a coach supervisor

45,8%

non -

psy

65,9%

psy


61%

25,4%

26,7%

What characteristics do you not want your supervisor to have?

Choosing a coach supervisor






Key Findings


How often do you think is appropriate to access metavision? Service requirements

Every 15

days Every 2 months

Every 3 months

Every 6 months

On demand Every year

13.3 % (17)

2.3 % (3)

supervision frequency

Every month


How often do you think is appropriate to access metavision? Service requirements

supervision modes

37,8 %

6,3 %

55,1 %

1,2 %

supervision one to one

group supervision

both

other


Conclusions 1/2

Also in Italy the results highlight the differences between

the perception of importance of supervision in coaching

and the actual practice

Supervision is little practiced and is not primarily considered as an

integrated path in the development

of the professional coach

The main function of supervision tends to be reparative post hoc

(difficulties, personal blind spots & blocks) and

not developmental ante hoc


Conclusions 2/2

How to fill the gap between the perception of importance and the

actual practice of supervision in coaching?

• by creating opportunities for coaches & psychologists to

experiment & practice supervision

• by creating in-depth theoretical/practical opportunities

(workshops, peer practice groups, surveys, publishing articles)

• SCP Italy will actively foster in defining the role & the process of

accreditation for the supervisor


What's done & what's next


Metavision is the regulated process

through which the Coach

in the equal level relationship with the Metavisor,

reflects, exchanges & receive feedback

on specific aspects of both the professional practice &

the Coach her-himself.

This process, integral part of the Coach’s continuing

development , strengthens the effectiveness in the

coaching practice & improves the service delivered to the Coachee as

well as to the company client.

Metavision

definition

Creative Commons License (Attribution-NonCommercial- NoDerivatives)

Author: SCP Italy

What's done & what's next


The value of Metavision in Coaching Psychology

In ancient Greek μετά means between, together with

In the Metavision the peer relationship between coaches

(Metavisor & Metavisee)

is grounded on

the process of the looking-glass self


The value of Metavision in Coaching Psychology

The ‘self as instrument’ (Bluckert 2006, Bachkirova 2011, Long 2011)

The competent & aware use of different psychological

theoretical approaches

The metavisee

improves

both the

professional practice

& her-himself

in the metavision

process

The metavisor

continues to improve

both the

professional practice

& her-himself

in the very process of

metavising the coach


The metaphor of the role of Metavision in CPD

In the fabric of Coach and Metavisor

professionalism

In the vertical warp

of the fabric

lies the

personal development In the horizontal weave

of the fabric

lies the continous

development

of competencies


Thank you!

Arrivederci to the 3rd International Congress

of Coaching Psychology, 2013

Italy Rome 16 & 17 May

Emanuela Del Pianto [email protected]

Carlotta Rizzo [email protected]

Anne Soyez [email protected]

Silvana Dini [email protected] SCP Italy website: www.scpitaly.it

mailto:[email protected]




http://www.scpitaly.it/

References 1/2

Bachkirova, T., Jackson, P. & Clutterbuck, D. (2011). Coaching & Mentoring Supervision. Theory and

Practice. NY: Open University Press.

Bachkirova, T. (2011). Developmental Coaching: Working with the self, Maidenhead: Open University

Press.

Bachkirova, T.(2008). Coaching Supervision: reflection on changes and challenges, in “People and

Organisations at Work”, Autumn edition.

Bachkirova, T., Stevens, P. & Willis, P. (2005). Panel discussion on Coaching Supervision. Oxford:

Oxford Brookes Coaching & Mentoring Society.

Bluckert, P. (2006) Psychological Dimensions of Executive Coaching. Maidenhead: Open University

Press.

Carrol, M. (2007) Coaching psychology supervision: luxury or necessity? in Palmer, S. & Whybrow, A.

Coaching Psychology Handbook. London: Routledge, pp 431-48.

Carroll, M. & Gilbert, M.C. (2005). On being a supervisee: creating learning partnerships. UK:

Vukani .

Cooley, C. H. (1902). Human nature and the social order . New York: C. Scribner's sons.

Cox, E., Bachkirova, T., Jackson, P. & Clutterbuck, D. (2009) The Complete Handbook of Coaching.

UK: The Book Depository.

Grant, A. M. (2012) Australian Coaches’ Views of Coaching Supervision: A Study with Implications for

Australian Coach Federation, Training and Practice International Journal of Evidence Based Coaching

& Mentoring, Vol 10 - N°2 pp17-33

Guidano, V. F. (1988). La complessità del Sé. Torino: Bollati Boringhieri Editore.

Long, K. (2011). The self in supervision, in Bachkirova, T., Jackson, P. & Clutterbuck, D. (2011).

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References 2/2

McGivern, L. (2009) Continuous professional development and avoiding the vanity trap: an exploration

of coaches’ lived experiences of supervision, International of Evidence Based Coaching and

Mentoring, Special Issue 3.

Mead, G. H. (1934) Mind, Self and Society. Chicago: University of Chicago Press.

Hawkins, P. (2010). Coaching supervision. In Cox, E., Bachkirova, T., Clutterbuck, D. The Complete

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Hawkins, P. (2006). Coaching supervision. In: Passmore,J. Excellence in coaching. London: Kogan

Page.

Hawkins, P., & Schwenk, G. (2006). Coaching Supervision. London: CIPD Change Agenda.

Hawkins, P. & Shohet, R. (2006). Supervision in the helping professions. Maidenhead: Open

University Press.

Hawkins, P. and Smith, N. (2006).Coaching, mentoring and organizational consultancy: supervision

and development. Maidenhead: Open University Press.

Hawkins, P. (1985). Humanistic psychotherapy supervision. A conceptual framework: Self and

Society. European Journal of Humanistic Psychology, 13 (2): 69-77.

Palmer, S. & Whybrow, A. (2207). Coaching Psychology Handbook. London: Routledge.

Passmore, J. (2011). Supervision and Continuous professional development in coaching. In

Passmore, J. Supervision in Coaching: Understanding coaching supervision,ethics, CPD and the law.

London: Kogan Page.

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International of Evidence Based Coaching and Mentoring, Special Issue 2.

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