EC Vision: European Vote

Supervision – Scope of Concept

These descriptions aim at giving an overview over the mainstream concepts of supervision in Europe today. This glossary covers the definitions given under 1 (1.1 – 1.4.)

1. Supervision as a counseling profession focuses on the interaction of persons, professional tasks and organizations

Supervision provides ample space and time to reflect professional functioning in complex situations.

Supervision primarily serves the development of individuals, teams and organizations. It improves the professional lives of individuals and teams with regard to their roles in an institutional context. It also focuses on ensuring and developing the quality of communication among staff members and methods of cooperation in various working contexts.

Additionally, supervision offers support in different reflection and decision-making processes and in challenging and demanding professional situations and conflicts. It supports clarification and the processing of tasks, functions and roles. It assists in the handling of processes of change, in finding innovative solutions for new challenges and measures to combat mobbing and burnout.

The following differentiations refer to different foci of supervision.

1.1. Supervision for work with clients

Supervision provides a reflective space to professionals (who work with clients, e.g. social workers, therapists in psychosocial work fields) to serve the assurance and development of the quality of their professional attitude and performance. The focus is on the supervisees’ clients and on how the supervisees work with their clients.

This approach often – but not necessarily – means that the supervisor is an experienced practitioner in the work field s/he supervises.

1.2. Educational Supervision for trainees in professional training courses

The key component of this kind of supervision is part of the development of professional competences in training programs. It serves the integration of knowledge, skills and values / attitudes the trainees have acquired during their professional training. It is necessarily related to a specific curriculum of a training provider. It focuses on learning to master specific methods, skills or approaches to the expected outcome of developing competences of professionals in a particular method or approach. The supervisor, therefore, should be an experienced practitioner of that same method or approach.

1.3. Supervision as improvement of professional functioning

Supervision focuses on the improvement of individuals, teams and organizations in
all work fields. The main aims include higher quality, more effectiveness and work
efficiency in professional contexts. All professions or work fields can profit from supervision in that understanding.
According to this approach, the supervisor / is an expert for counseling the interaction of persons, professional tasks and organizations, but not a practitioner of a
specific work field.

1.4. Organization supervision

This approach contributes to the effective functioning of an organization. It
is carried out during regular meetings of superiors and their subordinates and members of professional teams while being supervised. In this case, the emphasis is on reflecting the relationship between the team and the wider organizational environment. It enlightens power positions and institutional and subjective understanding of roles and tasks. Thus, organizational supervision contributes to the improvement of organizational culture.

2. Supervision as a managerial function

It takes place in an organization at an operative level. It includes the managing and controlling of defined and communicated tasks. The supervisor is therefore part of the organizational hierarchy.
This understanding of supervision has its origins in Anglo-Saxon countries and is mainly used by globally working enterprises.

Coaching – Scope of Concept

Many definitions of coaching used in Europe can be reduced to some of the five different concepts mentioned below.
Concepts 4 and 5 are beyond the present work that focusses on dealing with counseling the interaction between persons, work, and organization.

1. Coaching is a form of professional counseling that inspires the coachees to maximize their personal and professional potential. It aims on initiating a transformational process. Goals and solutions are discovered along the way. Coach and coachees work together in a partnering relationship. The coachees are experts on the content level; the coach is an expert in professional counseling.
2. Coaching primarily aims at managers, working with specific objectives, methodology and approach. Typical features are topic-specific support provided by a limited number of consultations, as well as the teaching of skills at short training intervals. This approach prevails in German-speaking countries.
3. Coaching is a form of professional guidance focusing on the professional and personal growth of the coachees. It is a structured and purposeful process
whereby the coach encourages the effective behavior of the coachees. The coach is likely to use directive approaches to support the coachees to accomplish their goals.

These three definitions of coaching concern individuals, groups, teams and organizations.

4. Coaching is one of many competences that professionals such as managers, teachers or social workers have acquired.
5. Coaching is a synonym for training or mentoring in very different fields (e.g. health, dating, job coaching etc.)

Stakeholders

  • Stakeholders are the persons and bodies involved in and responsible for the process of supervision or coaching.

    1. Clients

    Supervision
    Clients of the supervisees are party in the supervision process though not physically present.
    Related concept: client system.

    Coaching
    Coaching literature uses client as a synonym for coachee.

    2. Contractual partner

    Supervision/Coaching
    Is the responsible manager in an organization who orders, finances and evaluates supervision. S/he is involved in the selection of the supervisor and in the contracting process.
    This involvement may cover a power of veto up to even a direct personal selection.
    Most often public bodies or organizations have internal regulations for supervision and lists of recommended / authorized supervisors.

    3. National Organization

    Supervision
    Consortium of professional supervisors and coaches (and in some countries also training providers) under national law, accepting ANSE standards and ANSE ethics.

    Coaching
    Consortium of professional coaches and training providers under national law accepting professional standards and ethics either set by international
    associations (e.g., EMCC or ICF) or set by the consortium itself.

    4. Supervisees / Coachees

    Supervision
    The users of supervision.
    The supervisees assume responsibility for:

  • their part of the conditions and cooperation;
  • their process of development and learning;
  • the transformation of new insights gained into their professional situation.
  • Coaching
    The users of coaching. The coachees are responsible for their process of development. They are supposed to be open, bring in their experiences, thoughts and feelings, be on time, and keep appointments. The coachees are responsible for defining the goals they want to work on as well as progressing according to steps set by themselves.

    5. Supervisor / Coach

    Supervision
    A supervisor is:

  • a trained professional according to an approved curriculum – following ANSE standards and national regulations,
  • a (post)-graduate trained professional with more than three years of work experience,
  • responsible for creating a viable space which supports the supervisees in pursuing their goals.
  • Coaching
    A coach is a trained professional who guides a coachee, group or a team in pursuit of a contracted goal.
    In principle, everybody can call him-/herself a coach. International professional associations, such as ICF and EMCC, develop professional standards
    that are based on education, experience, performance evaluation and the level of service, or on continuous professional development. The emphasis is more on performance and output criteria than on training hours.

    6. Training Provider / Coach

    Supervision/Coaching
    Organization that offers and runs training programs for supervision and coaching.

    Core qualities

    Core qualities are necessary basic characteristics of professional work in supervision and coaching. A supervisor / coach needs a clear and reflected understanding of the following core qualities.

    1. Ambiguity Tolerance

    Supervision/Coaching

    Discussing and reflecting conflicts, allowing contradictory approaches to show up. This may change perspectives and goals. This includes, tolerating tension and exploring the various feelings, which arise during a counselling process. Ambiguity (also: complexity, ambivalence) is an integral part of the human condition and encompassing feelings, notions, and attitudes about something or somebody. Ambiguity often creates worry, anxiety or confusion within a person or a group.

    2. Change

    Supervision
    Focusing on possible changes concerning a supervisee / a team / an organization within the process of supervision. This can be a change of perspective as
    well as a change of attitude or behavior.

    Coaching

    Focusing on one or all of a three-level change.
    Level 1: a more complex under-standing of the problem situation.
    Level 2: a better understanding of personal responsibilities and action areas in solving the problem.
    Level 3: finding a solution on the personal or system level. It aims on developing the personality (based on self-awareness and selfesteem) and the system the individual is part of. The goal of coaching is to achieve change.

    3. Communication

    Supervision/Coaching
    Communication comprises any act of exchanging verbal and/or nonverbal signs.
    Communication as a core quality means a conscious and reflected approach to that ongoing exchange.

    4. Context awareness

    Supervision/Coaching
    Reflecting the influence and the effects of the supervisees’ / coachees’ wider social interactions.

    5. Contracting

    Supervision
    Identifying the participants’ expectations and relating them to a contracted and thereby testable way of working in supervision. Basic methodic framework
    of the supervision process. The contracting may be dyadic – if an individual personally requests supervision – or triangle – between the supervisees` organization, the supervisees and the supervisor in case of supervision taking place in context and on request of the organization.
    Coaching
    Identifying the participants’ expectations and relating them to a contracted and thereby testable way of working in coaching.
    The contracting may be dyadic – if the individual personally asks for coaching – or triangle – between the coachee’s organization, the coachees and the
    coach in case of coaching taking place in context and on request of the organization.
    Coaching always has a certain duration, the defined goal and results are measurable.

    6. Diversity Awareness

    Supervision/Coaching
    Knowing and factoring in how values, communication styles and assumptions guide human action generally. Having come to terms with one’s own biases as a
    supervisor/coach enables to support supervisees/coachees in exploring their own stereotyping.
    This includes recognizing, reflecting and managing processes of power and the distribution of resources in a way that enhances the supervisees’/coachees’ abilities of dealing with them.

    7. Empathy

    Supervision/Coaching
    Empathy is a way of recognizing the emotional state of the supervisees and separating it from the supervisor`s own emotional response on ‘what comes from the supervisees’. It includes being aware of (counter-)transference and one’s own preoccupations.

    8. Ethics / Values

    Supervision/Coaching
    In dealing with power, trust and responsibility, supervisors and coaches maintain their personal and professional integrity by positioning themselves autonomously in relation to constituents, clients and colleagues. Supervisors and coaches are bound to keep confidentiality, handle the process of contracting carefully and avoid becoming a party in conflicting interests. Acting responsibly is part of professionalism for supervisors and coaches. They
    care for maintaining their skills, for the reliability of the profession they exercise and for their supporting the learning process of supervisees and coachees. Most professional organizations for supervision and coaching have given themselves a ‘Code of Ethics’ which reflects the state of professionalism.

    9. Experience Orientation

    Supervision/Coaching
    Expressing an event in a way that supports supervisees / coaches to link their experience here and now to their work, to how they deal with the views of others, the way they express their opinions or make decisions.

    10. Function and Role

    Supervision/Coaching
    In a group-dynamic approach, function means the formal activities negotiated by the members in a social system. The members are bound to activities in a special frame and contract of working together. Role in this case means behavior and expectations of behavior in social systems between two or more persons.
    Other approaches use function and role more or less as synonyms. Nevertheless, supervision and coaching take into account both formal and informal activities and attitudes of the supervisees / coachees.

    11. Goal and Need Orientation

    Supervision
    Double function of supervision, being both bound to contracted goals as well as to the supervisees`s needs.
    Requires a space of freedom and creativity of supervisor and supervisees for individually agreeing upon how the supervisees will pursue their goals and
    how they will meet their own developmental needs. The goals and needs of the supervisees/teams/contracting organizations are transparent and in focus of the supervisor (related to contract).

    Coaching
    Primary focus on creating actionable strategies for achieving specific goals in one’s work or personal life. The emphasis in a coaching relationship
    is on action, accountability and followthrough. Feelings and needs play an important role in any learning and decision-making process.

    12. Integration of Theory and Practice

    Supervision
    Exploring the supervisees’ implicit and explicit theories. His / her content related, emotional and body language related messages are reflected and
    clarified referring to the supervisor`s concepts and theories. This approach adds a new perspective to the supervisees’s situation and assumptions and
    supports the application of a theory for
    deeper understanding.

    Coaching
    Integrating a new feature in an existing bigger picture. It can take place within an individual, a group, an organization or on community level. During the
    coaching process, the coachees grow towards a level of conscious competence.
    The coachees apply lessons learned in various contexts and circumstances. The new behavior becomes part of the identity of the person.

    13. Interactive Process

    Supervision/Coaching
    An interactive process ‘happens’ in supervision / coaching between the supervisees / coachees and the supervisor/ coach. It concerns how they jointly shape their working relationship and deal with the verbalized and non-verbalized content of the conversation between the supervisor / coach and supervisees / coachees.

    14. Leadership and Management

    Supervision/Coaching
    Integration of organizational components into the process, especially those issues that most frequently arise such as authority, subservience and competition.

    15. Learning Process

    Supervision/Coaching
    The process whereby knowledge, skills and competences are acquired through reflecting experience.
    Characteristics and goals are related to the following forms of learning:

  • Experiential learning. Learning from personal experience. Initiating from the
    practical experience of the individual and connecting it with the effects of a
    certain attitude or approach.
  • Reflective learning. Plays an important role in the cycle of experiential learning. The concept of reflection in learning as an active persistence and careful consideration of any belief or form of knowledge in light of the data that support them and lead to new conclusions.
  • Integrated learning. The learning process by which the integration of professional, personal and methodological knowledge and skills are enabled.
  • Individualized learning. Process in which the supervisees are unique in their knowledge, beliefs, abilities and learning styles.
  • Dialogic learning. The central didactic device of learning in supervision is the dialogue: The supervisor / coach and supervisees / coachees affirm and improve their relationship and conversational exchanges by which the supervisor / coach joins the supervisees/coachees by listening, checking what was heard and giving very specific feedback.
  • Double loop learning: by reflecting an experience, supervisees / coachees are able to modify a goal in the light of that experience. This approach shifts the effort from how to solve a problem to questioning the goal.
  • Model learning: When the supervisees / coachees experience an attitude of the supervisor / coach and integrate parts of that attitude into their own behavior.
  • 16. Organization

    Supervision/Coaching

    Taking into account not only the dyadic relationship between supervisor / coach and supervisees / coachees, but also the organization as a set of meanings and adjustments comprised to a set of processes and activities. End-users / clients, who are the final recipients of the supervisees / coaches professional actions also have to be taken into account.
    It is important to be clear on which understanding, on which theory of organization the supervisor / coach and the supervisees / coachees base their thinking and reflecting.

    17. Parallel Process

    Supervision/Coaching
    Parallel processes are described as problems, impasses, feelings, and difficulties occurring simultaneously in two separated relationships: between supervisee – client and supervisor/ coach – supervisee/coachee. Parallel processes are unconscious and cannot be recognized or understood in advance. What has occurred between a client and a supervisee or within a team may then be transferred to the actual supervision session between supervisee/ coachee and supervisor/ coach.

    18. Quality Development

    Supervision/Coaching
    Continuous purposeful process of keeping up one’s own professional skills and abilities. This includes taking care of one’s own personal and professional development, and contributing to a professional community.

    19. Performance

    Supervision
    Developing a new, creative element that will enrich and direct the work of the supervisees.

    Coaching
    Making the coachees’ actions more effective both on a personal and professional level.

    20. Professional Exploration

    Supervision/Coaching
    Increasing the professionalism of the supervisees / coachees by discussing certain experiences and issues such as beliefs, attitudes, ways of behaviour, aims and visions. This requires a safe space for the very personal exploration of one’s work with regard to obstacles, hindrances, successes, and dilemmas.

    21. Reciprocity

    Supervision/Coaching
    Factoring in and reflecting the supervisees’ / coachees` context dealing with the question which roles the supervisor / coach may play through their doings or nondoings in the course of their acting professionally, be it with clients or in any other course of action.
    In addition, the effect of the observer, describer, reflector or analyzer of a reciprocal action on the examined action needs to be taken into account: everyone and everything involved influences any situation.

    22. Reflection

    Supervision/Coaching
    Observing and articulating own experiences, feelings, thoughts and beliefs. By doing so the present attitudes are connected, both with their origins in the past, and with the future attitudes the supervisees / coachees want to adopt. Reflection needs a stance taken towards the social patterns human beings are co-creating when communicating.
    Certain techniques support the supervisees / coachees to become aware of their own influence in different situations. One may reflect on the contents, on the process and on the way of reflecting (meta-reflection).
    Besides the metacognitive component (thinking about one’s own thought processes), reflection includes an emotional component: consideration of personal
    emotional states and behavioral components; analyzing behavior, decisions and the consequences of one`s own actions in a certain context. This allows drawing one’s own conclusions about necessary changes to achieve wished-for outcomes in the future.
    Therefore, reflection may not lead to quick solutions. It requires the ability to withstand tension without trying to eliminate it by immediate action.

    23. Resource Orientation

    Supervision
    Focusing on the supervisees’ resources, knowledge, skills, and competences and supporting the supervisees by bringing them in as effectively as possible.

    Coaching
    Assumption that individuals or teams are capable of generating their own solutions, with the coach supplying supportive, discovery-based approaches
    and frameworks. The process builds on the personal strengths and competences; it focuses on the solution the client finds and on his / her hidden
    strengths.

    24. Responsibility and Accountability

    Supervision
    he motivation and ability of a person, group or team to follow their goals and use the super-visor’s support to reach them.
    Furthermore, the supervisees are responsible for transferring the outcomes of the supervision to their daily practices.

    Coaching
    he motivation of the coachees to reach their goals is crucial in coaching. During the whole process, the coach focuses on keeping the coachees connected with their goals and on taking action towards attaining them.

    Types

    The different types of supervision and coaching indicate the various reasons for undergoing a supervision and / or coaching process within an organizational frame. These types refer – in contrast to settings – to certain aims of supervision and coaching.

    1. Business Coaching

    Coaching
    Coaching within an organizational context. The coach does not have to be a member of the organization. The questions tackled in coaching arise from the work context.

    2. Career Coaching

    Coaching
    This type of coaching supports clients to achieve and fulfill their career and employment goals. It focuses on career change, employment, job search and
    other career related topics, often based in the field of existential questions. Coachees expect to gain career confidence, insight, encouragement, inspiration.

    3. Case Supervision

    Supervision/Coaching
    The supervisees bring their professional interactions with their clients forward as reference material for the supervision process.
    There are two different perspectives on case supervision:
    1. The supervisor is an expert in the work field of the supervisees, because the supervision focuses on how to apply professional competences, sometimes also referred to as consultation.
    2. The supervisor is an expert on leading the process and thereby opens to the supervisees new perspectives on the cases.

    4. Clinical Supervision

    Supervision/Coaching
    The term clinical supervision is used in Anglo-Saxon literature, referring to supervision connected to any treatment / therapeutic / client work, in both medical and social field.

    5. Coaching Supervision / Coach the Coach

    Supervision
    Quality assurance for coaches, assessing competence and supporting professional development. It has a normative, formative and supportive function.

    Coaching
    Used by experienced coaches after their training program as a form of quality assurance and for their professional development.

    6. Educational Supervision / Educational Coaching

    Supervision
    Learning to perform professional work within the framework of a professional education program (curricula) including monitoring the fulfillment of specific professsional standards.
    Related terms:

  • Learning supervision: The aim is to master specific methods, skills or approaches to accomplish the anticipated outcome of being a competent
    professional. It guides supervision trainees through their learning supervision. Synonym: supervision in education.
  • Learner supervision: supervision performed by a trainee acting as a supervisor during her / his education. Mandatorily accompanied by learning supervision.
  • Coaching
    Coaching within the framework of training program on coaching or leadership and management at university or post-graduate level. There are explicit coaching formats for students apart from mentoring or tutoring to help them integrate theory and practice on a professional level.

    7. Group Supervision / Group Coaching

    Supervision
    Supervision with participants who are not in any formal professional or organizational contact. The participants may come from similar or different
    professions or professional fields. There are two main approaches to group supervision:
    In the first approach, the groups are small (a supervision group may not exceed four, sometimes six participants) in order to give each participant the opportunity to supply on their own topics.
    The second approach aims at working with the group process and the group resources, which allows work with bigger groups.

    Coaching
    Coaching with participants who are not in any formal professional or organizational contact. The participants may come from similar or different professions and professional fields.

    8. Internal / External Supervision / Coaching

    Supervision

      Internal supervision:

    Supervision within an organization / by a member of the organization.

      External supervision:

    Supervision by an independent supervisor not responsible for the work of the supervisees and not taking a monitoring function on the work of the supervisees.

    Coaching

      Internal coaching:

    Coaching within an organization / by a member of the organization.

      External coaching:

    Coaching by an independent coach not responsible for the work of the coachees nor taking a monitoring function on the work of the coachees.

    9. Intervision / Peer Coaching

    Supervision
    Refers to a specific form of supervision carried out among colleagues. It has no permanent supervisor because the members of the group take turns in adopting the role of supervisor and thus provide supervision to each other. All members are responsible for the supervision process.
    Synonyms: “Peer Super-vision”, “Collegial Coaching”

    Coaching
    Refers to a specific form of coaching carried out among colleagues. The members of the group take turns in adopting the role of coach and thus provide coaching to each other. All members are responsible for the coaching process. Synonyms: “Intervision”, “Collegial Coaching”.

    10. Leadership Supervision / Leadership Coaching

    Supervision
    Supervising the special tasks a leading function / role requires in the
    public and the non-profit sector. It focuses on leadership performance and attitudes. It is recommended that the supervisor have some personal experience and knowledge in organization and management.

  • Another approach applied in the public, the non-profit and the profit sector uses the term coaching which is more common.
  • Other approaches have leaders as a special target group; the format is conceptualized as individual or group supervision.
  • The various approaches overlap according to supervisees` needs as well as to national or methodological concepts of supervision.
  • In any case, leaders require a well reflected relationship to and a way of dealing with power and authority.

    Coaching
    Leadership coaching can be understood in three different ways:

  • Coaching on the subject of leadership
  • Coaching of professionals with managerial tasks in the hierarchy of organizations
  • Coaching of higher manage-mentor board members. Also called (Top) “Executive Coaching”.
  • 11. Meta-Supervision

    Supervision/Coaching
    Supervison the supervisor uses for developing his / her skills and for having his/her own space for reflection on his/her own work as a supervisor.
    Synonym: supervison of super-vision.

    12. Organizational Supervision / Organizational Coaching

    Supervision
    Contributes to the effective functioning of the organization. It takes place through regular and supervised contacts of superiors and subordinates, and members of professional teams. The emphasis is on reflecting the relationship between the team and the wider organizational environment, on illuminating power positions, and on institutional and subjective understanding of roles and tasks. This organizational super-vision approach contributes to organizational culture.
    Related types:

  • Organizational consulting is the generic term for all professional guidance interventions which are aimed at organizations, or parts of them,
    in order to sustainably change, develop and stabilize them. Its focus is – in contrast to supervision and coaching – on the organization with
    their structures and communication, less on persons.
  • Organizational development is a specific form of organization consulting which involves the stakeholders and employees in the process of development.
  • Coaching
    Means an integral coaching approach.
    It aims at a change related to organizations as complex systems. This approach was recently developed. The characteristics are:

  • demand-driven and an on-the-job method of organizational development;
  • the coach has a facilitating role and begins with the client (system);
  • it is an interactive and action-oriented approach.
  • In individual- and team-coaching lies a strong focus on the organization as the dominant system in which the coachees function.

    13. Team Supervision / Team Coaching

    Supervision
    Supervision with teams. A team comprises a group of people linked by a common purpose. Teams are especially appropriate for conducting tasks that are highly complex and have many inter-dependent subtasks. Supervision focuses on team relationships, communication boundaries, team roles, power relations and competition, the atmosphere in the team etc. The Anglo-Saxon or Dutch approach mainly uses the term “Organization Consulting”.

    Coaching
    Coaching with teams. A team comprises a group of people linked by a common purpose. Teams are especially appropriate to conduct tasks that are highly complex and have many inter-dependent subtasks. The overall goal is the improved functioning and performance of the team. Triangle acquisition and triangle contracting are of special importance.

    Settings

    Settings describe the number of participants, the ways the participants are organized, the frequency and the media in use.

    1. Face to Face

    Supervision/Coaching
    Face to face presence of supervisor and supervisees, coach and coachees.

    2. Group

    Supervision/Coaching
    Supervision/coaching with participants who are not in formal professional or organizational contact. The participants may come from similar or different professions and professional fields. There are various approaches to the number of supervisees / coachees, the frequency, and the interval and number of sessions

    3. Organization

    Supervision/Coaching
    To supervise / coach the organization as a system consisting of many parts such as individuals, teams, leaders, customers, suppliers, structures, culture(s), formal and informal relationships etc.
    It is clearly process oriented and strongly linked to the management. Which parts of the system should be involved has to be decided during the process with regard to the contracted goal.

    4. 4. Remote / Online / New Media / Telephone

    Supervision/Coaching
    Using new media to perform a (part of a) supervision- / coaching process.

    5. Single

    Supervision
    Dyadic form of supervision, one supervisor and one supervisee. The approaches differ according to frequency, interval and number of sessions. Sometimes only one session may take place; other approaches strictly define a minimum of sessions and intervals.

    Coaching
    Dyadic form of coaching, one coach and one coachee. The approaches differ according to frequency, interval and number of sessions. Sometimes, only one session may take place. The duration of the coaching process varies depending on needs and preferences.

    6. Team

    Supervision/Coaching
    A team comprises a group of persons linked by a common purpose. Teams are especially suitable to conduct tasks that are highly complex and have many interdependent subtasks. Options: Team-supervision / -coaching with or without a team-leader. The duration can vary from one day to many sessions during a longer period.

    Methods

    Methods are specific techniques to facilitate the process for the supervisees or coachees in order to improve the interaction between persons, their work and the organization.
    1. Building a Stable Working Relationship

    Supervision/Coaching
    In order to strengthen the working relationship in the process, the supervisor/coach purposely uses contracting, empathy, reflecting, feedback etc. A strong
    working relationship is essential for a successful supervisory or coaching process.

    2. Contracting

    Supervision/Coaching
    Decision-making before starting a supervision / coaching process. A contract is agreed upon between the relevant participants (supervisor / coach, supervisees / coachees, and organization). Decisions are made according to the different roles, responsibilities and expectations of the participants, and according to the financial conditions, rules of confidentiality, relevant organizational aspects, evaluation and outcomes. Contracting sets a clear working agreement as a frame for the supervisory / coaching relationship, and is a basis for quality assurance.

    3. Dialogue

    Supervision/Coaching
    Narrative concept of reflection in which language plays a central role. It is the conversation of two equal participants: between the supervisor / coach and the supervisees / coachees, who mutually respect the way in which each of them experiences reality. A prerequisite to achieving authenticity of dialogue is a genuine curiosity and a desire for mutual understanding.
    The supervisors` / coaches` questions support the supervisees/ coachees to find their own answers. They challenge the supervisees / coachees to comprehend the situation in which she / he has found herself / himself. Questions support the taking on of responsibility and the start problem solving.
    Different creative techniques can facilitate the dialogue.

    4. Evaluation of Process

    Supervision/Coaching
    Evaluation as a systematic methodological means is an integral and integrated part of the supervision and coaching process that runs through all stages of the development of the relationship by using criteria agreed upon. It focuses on the process, on development and on expected and achieved outcomes.

    5. Expanding Theoretical Knowledge

    Supervision/Coaching
    By sharing the theoretical concepts of both the supervisees / coachees and the supervisor / coach, their theoretical knowledge expands. They have to be related to and connected with the concrete situation of the supervisees / coachees. It supports them to act in a more purposeful way.

    6. Feedback

    Supervision/Coaching
    Feedback refers to information provided to the other person about one’s impression of her / his behavior. Answers are supposed to be given to the following questions: What can I see? What do I feel? How does it affect me? The most important value is the opportunity to bring intentions closer to each other and the effect of one’s behavior. Feedback both reinforces and challenges one`s thinking and behavior. In group settings, feedback facilitates individual and
    mutual learning, and it fosters the collaborative process.

    7. Focusing Problems

    Supervision
    Dividing the problem into sub-problems in order to make them more concrete and visible. Is indicated when a current problem proves to be chaotic and consequently produces anxiety. It serves to help the supervisees to take a step back from the problem and view it from a new perspective.

    Coaching
    When acute problems and anxiety arise the coach is aware that feelings of anxiety and insecurity may occur in the short term, caused by the insight that
    action or change is necessary. The crucial point is to proceed from words and insights to new and unfamiliar action.

    8. Measurement of Effects

    Supervision
    See evaluation.

    Coaching
    External indicators of performance and internal indicators of success are both incorporated in the coaching process from the beginning in order to register changes and boost confidence.

    9. Meta-Communication

    Supervision/Coaching
    Communication about the different aspects of communication such as content, relation, appeal and expressing self-disclosure, expressed both verbally and non-verbal.
    Synonyms: second order communication, communication on communication.

    10. Meta-Reflection

    Supervision
    Reflection about the outcome and the process of reflection (double loop reflection) aiming at a deepened understanding of the client professional
    relationship, in the sense of professionally reflecting about her-/ himself, the clients and their relationships.

    Coaching
    Reflection on the reflection process, the relationship and the outcome is an important competence for coaches. Meta-reflection is not explicitly and regularly used as a methodological device in Coaching.

    11. Moderating the Process

    Supervision/Coaching
    Purposeful use of all methods with regard to structuring the process and achieving contracted goals.

    12. Reflecting

    Supervision
    Reflection is the basic method of learning and developing in supervision. Reflecting on one’s own thoughts, needs and feelings can contribute to
    the strengthening of the supervisory relationship. See also core qualities under term reflection.

    Coaching
    Reflection is one among many methods of learning and development in coaching. Reflecting on one’s own thoughts, needs and feelings can contribute to
    the strengthening of the coaching relationship. To stimulate reflection and self-analysis, certain tools are used.

    13. The Use of Empathy

    Supervision
    The use of empathy is a way of recognizing the supervisees’ emotional state and of separating it from the supervisor`s own emotional response on ‘what comes from the supervisees’. Being aware of (counter-) transference and one’s own preoccupations, the next step is to give feedback to the supervisees using it as an input for their process of development.

    Coaching
    Empathy is a way of recognizing the emotional state of the coachees from within. It aims at seeing the coachees’ world from their point of view.

    14. The Group Process

    Supervision
    The extent of using the group process in supervision depends on the theoretical approach of the supervisor. Supervision groups are important for the learning processes and the selfawareness of supervisees through group feedback, both on the content – and the relational level.
    A supervisor can use the group process to discover and highlight the “parallel process” when the supervisory relationship “here-and-now” is mirroring the
    relationship between the supervisees and their clients.

    Coaching
    The extent of using the group process in coaching depends on the theoretical approach of the coach. Coaching groups are important for the learning processes and self-awareness of coaches by means of group feedback, both on the content and the relational level.

    15. The Use of Hypothesis

    Supervision/Coaching
    ОAs one can only communicate by sharing assumptions, doing so is a core issue in reflecting. By sharing views / hypotheses on a certain relation or question, the persons may co-create patterns of understanding that usually include new perspectives. Hypothesis may also be applied by the supervisor / coach as a certain idea about a group`s or a supervisee`s / coachee`s needs which then shape the further interventions of the supervisor / coach. In this case, the supervisor /coach does not necessarily share the hypothesis with the group member.

    Outcomes

    Outcomes describe the effects of supervision / coaching on the supervisees / coachees.

    1. Better Professional Performance

    Supervision
    Implies a change in thinking and practice of the supervisees, which has effects also on the supervisees` professional, sometimes even personal surroundings.
    The result of supervision should be a new, creative element, which will enrich and direct the work of the supervisees. Awareness of new demands may appear.

    Coaching
    It implies that the coachees engage in new action or behavior successfully. It has an effect on the coachees` professional, sometimes even personal, surroundings. Awareness of new demands and suggestions for change may appear.

    2. Clarification of Roles and Functions in Organizations

    Supervision
    Clarification of the formal activities (functions) negotiated and communicated on an organizational level. Clarification of roles in the sense of behavioral patterns in social systems between persons.

    Coaching
    The coachees will become aware of their role and contribution and limits within the organization and, if necessary, will try to change / develop behavior and / or position.

    3. Effective Handling of Conflicts and Contradictions

    Supervision
    By reflecting and discussing conflicts and contradictions from different perspectives, supervisees develop more effective coping strategies.

    Coaching
    By reflecting and assessing conflicts and contradictions from different perspectives and experimenting with new behavior, coachees develop more effective coping strategies.

    4. Learning

    Supervision
    In supervision, learning is the result of a self-organized process during which supervisees create a reflective space for themselves, thereby:

  • understanding more about the complexity of an actual situation;
  • understanding organizational issues and including them into their personal goals;
  • developing increasing competences in building decisions on self-reflection.
  • Coaching
    Learning is understood as an ongoing dynamic process to face and handle different situations.

    5. New Insights

    Supervision
    Supervision leads supervisees towards new perspectives on thinking about work relevant situations, their capabilities, options and responsibilities. It encourages the supervisees to search for a changed understanding of professional relationships and processes and behavior consistent with this understanding

    Coaching
    The coach fosters shifts in thinking that reveal fresh perspectives. The development of new insights is an important outcome of coaching. A distinction is made between insight into external conditions and context, insight into others and into oneself.

    6. Organizational Benefits

    Supervision/Coaching
    On an organizational level supervision / coaching leads to better professional performance within the organization by

  • clarification of functions and roles;
  • effective handling of tensions and contradictions;
  • prevention and reduction of stress and burnout;
  • getting new insights;
  • supporting professionalization processes on all hierarchy levels and for all members.
  • Thereby supervision / coaching supports a better professional performance of the organization and serves as an integrated part of Quality Management as well as Change Management.

    7. Prevention and Reduction of Stress

    Supervision/Coaching
    Supervision / coaching provides personal and professional help and support that enables empowerment. This prevents and reduces the risk of discomfort and
    stress. Thereby resilience in the professional context might be enhanced.

    8. Professional Development

    Supervision/Coaching
    Supervision / Coaching is part of the supervisees’ professionalization processes. The supervisees are supported in growing professionally.

    9. Quality Management

    Supervision
    Supervision maintains or improves the professional competences of the person and clarifies working procedures and standards for the benefit of the clients.

    10. Self Awareness

    Supervision
    It indicates the supervisees` developing an awareness of themselves, their attitudes and aspirations in order to work professionally.
    Self-awareness is achieved by continuous enhancement of self-reflective skills.

    Coaching
    Coaching is an exercise in self-understanding and self-change.

    11. Wellbeing/Health

    Supervision
    Supervision provides mental relief and renewed energy in a demanding job. A significant aspect of supervision is to recognize and accept the feelings of the supervisees and to identify and reflect unhealthy patterns. Supervision is a way of taking care of one’s own health.

    Coaching
    Coaching works on the assumption that all human actions are directed towards wellbeing.
    Wellbeing is related to wholeness, strength, skills and potential, inner wisdom, personal and professional development and responsibility. Coaching can aim at maximizing the coachees personal and professional potential by achieving trans-formations on the level of beliefs, values, personality and identity.