In a supervision space, supervisor and supervised(s) explore elements of coaching.
Let’s focus here on the state of Trust and Security in the session.
Supervision and coaching are privileged moments to experiment and think about the installation of confidence and security in the coaching space (competence 4).
The trust and security of the coaching or supervision space is essential. Indeed, difficult to address sensitive subjects, if you do not feel safe, or if you have slept badly, or if you are hungry. Indeed, our brain manages priorities! The need for security is a fundamental level of Maslow‘s Pyramid, which when filled makes it possible to address the following, those of social connections, the need for fulfillment and the need for self-realization.
How do you clarify with your client his needs, on each floor, and more particularly in terms of relational security and trust?
How do you embody these skills?
How do you perceive warning signs of insecurity or lack of trust?
In a supervision space, supervisor and supervised(s) explore elements of coaching.
Let’s focus here on the status of the Contract in the session.
Supervision and coaching are privileged moments to experiment and think about the installation and maintenance of the coaching contract (competence 3).
A coach wants to work on her discomfort with coachees who do not engage or not really engage in their coaching.
We explore how it installs and proposes engagement. On very concrete aspects, such as the coaching contract, the moments of adjustment, as well as on relational aspects, in particular the coach’s brakes to question this space of the coaching relationship.
What is your freedom to question your client about their real goals (Competence 7)?
To work with your discomfort, your fear of losing the customer because it goes wrong? Your emotional governances – avoidances, compensations, values – in ANC language.
To work with a client who “abuses”: who postpones his appointments repeatedly, who pays late, who arrives late, who does not do what he had committed to do in his action plan, who changes his objective, who “goes in all directions”…
In a supervision space, supervisor and supervised(s) explore elements of coaching.
Let’s focus here on emergence in the session.
Supervision and coaching are privileged moments for emergence.
What is emergence?
Depending on the points of view and metaphors, this can be the tip of the iceberg, which appears because one pays attention to it, it can also be what happens and what one did not expect and which one becomes aware of (skill 7).What arises… “pop”… in our mind or body, in an energy that can be very calm, as very sparkling or even gushing!
Emergence is the culmination of a journey from the known to the unknown, where the skills of letting go, curiosity, changing looks, connecting to feeling, being present at what is here and now are very useful.
From this first phase of travel emerges, during the second phase, another way of perceiving and seeing things, a new approach and putting into action with these new data.
For example, in a session, a coach realizes, via a scenario in the supervision space, that his posture in the space with his client acts contrary to the stated objective of his client. From this awareness was born an idea of different action at the next session. Next session completed, the coach testifies to the awareness of the client, and the acceleration of the progress towards his goal.
Parallel processes are a matter of work, which from what happens in the supervision space, makes it possible to reveal what is happening in the coaching space and which is not necessarily totally conscious for the coach and a fortiori the client.
In ANC terms, for example, a governance “in compensation” of the client can resonate with that of the coach and with that of the supervisor. And it is this emerged part that allows you to work on the immersed parts for the coach and the client. In a way, a cascade of governance. Or, to use a term of psychology a transfer and a countertransfer.
An example of a cascade is that of the search for recognition. The client vis-à-vis his coach “tell me that I am a good client”, the coach vis-à-vis his client “tell me that I am a good coach”, the coach vis-à-vis his supervisor “tell me that I am a good supervisor”…
Hence the crucial importance for the coach and the supervisor to work on his governance in compensation (Competence 5), in order not to be the toy but rather to use it for supervision and coaching work.
In a supervision space, supervisor and supervised(s) explore elements of coaching. Let’s focus here on the state of resourcing of the coach at the end of the session.
Supervision is also a space to recharge, catch your breath, reconnect with yourself, take the time to exercise your reflexivity.
Autumn is here with its procession of fallen fallen leaves, its chestnuts and its incredible sunrises. And its change of energy.
This change of energy emerges in relationships and especially in supervision, in various forms, conflicts, fatigue, the feeling of being overwhelmed, of consuming more than the available energy…
Naturally, this season is one of harvesting and preparing for the next season. The transition between summer and winter. Light changes in nature and quantity. The number of daytime hours decreases in favor of night hours, since the summer solstice, and today the morning awakening is at night. Winter colds are triggered, and this year are all the more virulent as our immunity has been less solicited these last two winters via the restrictions of social brewing.
What does this period invite you to?
What does autumn evoke for you?
What is your collection?
How do you arrange your interior for this period? What does your exterior look like? (competence 5)
What do you offer your coachees in this particular period?
How do your awareness resonate in your coaching space? (competence 7)
In a supervision space, supervisor and supervised(s) explore elements of coaching. Let’s focus here on the state of satisfaction of the coach at the end of the session.
A subject of supervision that comes up regularly is that of the dissatisfaction of the coach at the end of a session. He felt too much this, not enough that…
The exchange that is established during the supervision allows the coach to formulate clearly where he is, and to engage in a reflective analysis allowing him to identify on the one hand the positive elements and on the other hand the elements that could be improved. From this analysis, cold, and objectified by the eyes of the supervisor, can arise concrete and operational avenues for improvement.
In this process, the coach works on his competence “facilitates the growth of the client” (competence 8) and develops his internal supervisor, activatable at any time, outside the supervision sessions.
He learns for himself to clarify his learning and action plans, his drivers and obstacles, as well as the recognition that he can carry himself on his successes.All these elements can be transposed into his relationship with his client.
In a supervision space, supervisor and supervised(s) explore elements of coaching. Let’s focus here on the relationship.
The supervision space is like a sounding board of the supervised-coachee relationship. Indeed, the relational modalities experienced by the coach and his client are also invited into the supervised-supervisor relationship. These parallel signals are extremely interesting for working in supervision.
One way to see the relationship is to consider what connects to each other, with respective roles that tell facets of the relationship, such as managers-collaborators, customers-suppliers, coach-coachee, supervised-supervisor… Another listening is to perceive the particular music of this connection, with its level of harmony or disharmony, its silences, its nuances, its variations in intensity… These signals are valuable in a supervision session. They can be a subject of work to deepen the development of the coach.
An example of a supervisory topic is how the coach positions himself in relation to his client, especially when the client is seeking advice. This can create dissonance for the coach, who has learned that coaching is not advice, and tries to “embody the spirit of coaching” (competence 2 of the ICF reference). How then to accompany the customer from his initial request to more autonomy, by finding the answers by himself, by “facilitating the growth of the customer” (competence 8), while maintaining the “climate of trust and security” (competence 4)?
How to create or recreate human resources in teams, to cope with the current pressure and challenges?
We are living in a period where the usual challenges of the company are multiplied tenfold: an unstable environment that amplifies the conflict between urgency and importance, the urgency phagocyzing the time of elaboration of the important.
Professional coaching is known as a process that achieves #results. It provides #means, which support the improvement of #performance, especially in a relational space of security, with the neutral look and the open questioning of the coach.
What about the meaning you want to give to your action? What is your particular signature as a team manager?
This article explores the links between different models of human decoding, and offers an innovative vision of the coaching relationship.
The evolution of the demand for coaching is connected to the development of the person, especially in connection with the development of the adult. Thus, coaching acts as an upgrade of the software for exploiting the individual’s way of thinking and decision-making and taking action, which makes it possible to have a vision to manage increasingly vast areas of complexity.
