Coach Mentoring & Coach Supervision - Continuous Coach Development

Continued professional development is a cornerstone of a coach's career growth and effectiveness. Coaches should approach their ongoing development with a strategic and proactive mindset and a philosophy for ongoing learning that includes both mentoring and supervision. In the realm of coaching, the terms "mentor coaching" and "supervision" often intertwine, yet they distinctly serve unique purposes, each contributing to the growth and proficiency of coaches. We often have executive coaches asking us for supervision, but sometimes what they seem actually to be seeking is mentoring - this caused us to delve a bit deeper into our own understanding of the distinction between the two. Let's delve into the disparities between these concepts, drawing from academic insights and industry reports.

Understanding Mentor Coaching

Mentor coaching predominantly revolves around honing the skills and competencies of a coach. It involves a seasoned and experienced mentor guiding a coach in refining their coaching techniques, enhancing their coaching presence, and fortifying their overall proficiency. This process doesn’t necessarily focus on the content or specific issues of a coaching session but rather on the methodology and approach a coach employs.

The International Coach Federation (ICF) defines mentor coaching as a form of coaching specifically focused on supporting the development of a coach's coaching skills and competencies to meet the ICF’s standards, however, we can consider mentoring more broadly beyond the ICF to encompass all technical skill development for coaches. According to the ICF, mentor coaching is intended to enhance the coach’s understanding and application of the ICF Core Competencies, Code of Ethics, and coaching mindset.

Here’s a breakdown of how the ICF outlines the key aspects of mentor coaching:

1. Enhancing Coaching Skills:

Mentor coaching aims to elevate a coach's proficiency in applying the ICF Core Competencies. This involves helping coaches understand and practise these competencies effectively in their coaching sessions.

2. Aligning with Ethics and Standards:

It emphasises adherence to the ICF Code of Ethics, ensuring coaches conduct themselves ethically and professionally in their coaching practice. Mentor coaching assists in aligning a coach’s approach with these ethical standards.

3. Supporting Reflective Practice:

Mentor coaching encourages reflective practice, wherein coaches critically analyse their coaching sessions, receive feedback, and work on improving their coaching techniques.

4. Feedback and Development:

It involves receiving constructive feedback from experienced mentors that enables coaches to identify areas for growth and improvement in their coaching practice.

5. Meeting ICF Credentialing Requirements:

For coaches seeking ICF credentials, the ICF requires a specific number of mentor coaching hours to be completed by an experienced mentor coach as part of the credentialing process.

The ICF sets guidelines and standards for mentor coaching, expecting it to be conducted by a qualified and experienced mentor coach who holds an ICF credential at or above the level for which the coach is seeking accreditation.

Overall, the ICF's definition of mentor coaching centres around the professional development of coaches, ensuring they possess the necessary skills, ethical grounding, and understanding of coaching principles to meet the ICF’s stringent standards.

The European Mentoring and Coaching Council (EMCC), by comparison, defines coach mentoring as a relationship-based process wherein an experienced and qualified coach supports another coach in their professional development and enhancement of their coaching practice. This form of mentorship, which we can see is similar in its philosophy to the ICF definition, aims to provide guidance, encouragement, and expertise to the developing coach.

Key Elements in EMCC's Definition of Coach Mentoring:

Experienced Support:

• Coach mentoring involves an experienced coach, often referred to as a mentor coach, who possesses substantial expertise and knowledge in coaching. This mentor offers guidance and support to another coach, the mentee, who seeks to develop and refine their coaching skills and practice.

Professional Development:

• The primary objective of coach mentoring, according to the EMCC, is to foster the professional development of the mentee coach. This includes enhancing their coaching skills, deepening their understanding of coaching principles, and  improving their overall effectiveness as a coach.

Reflective Practice:

• Similar to other mentoring relationships, coach mentoring emphasises reflective practice. Mentee coaches engage in self-reflection and critical analysis of their coaching sessions under the guidance of their mentor. This process aids in identifying areas for improvement and growth.

Ethical Considerations:

• EMCC’s definition of coach mentoring in Australia often encompasses ethical considerations. Mentors help mentees navigate ethical dilemmas and ensure that their coaching practice aligns with ethical guidelines and professional standards.

Continual Learning and Feedback:

• Coach mentoring involves a continuous learning process where feedback from the mentor assists the mentee in identifying strengths and areas that need improvement. This feedback loop contributes to ongoing growth and development.

Unpacking Supervision in Coaching

On the other hand, supervision in coaching diverges in its scope and intention. It typically involves a collaborative and reflective process wherein a supervisor supports a coach in examining their client cases, ethical dilemmas, and personal reactions within the coaching dynamic. This method accentuates continuous learning and ensures the coach’s practice aligns with ethical guidelines and professional standards.

Research conducted by coaching organisations like EMCC (European Mentoring and Coaching Council) underscores the importance of supervision for coaches. Reports highlight how supervision acts as a crucial element in a coach’s ongoing professional growth, enabling them to navigate complex client situations effectively while maintaining ethical boundaries.

Coaching supervision draws from various theoretical frameworks and approaches, and while it may incorporate psychodynamic principles, it's not solely based on a psychodynamic approach. Psychodynamic theory focuses on exploring unconscious processes, childhood experiences, and the dynamics of the client's inner world in therapy.

However, elements of psychodynamic thinking can be present in coaching supervision:

Exploration of Unconscious Processes:

• ● Depth of Exploration: While coaching supervision primarily concentrates on the coach's interactions with clients and their professional development, some supervision sessions might delve into unconscious processes affecting the coaching relationship or the coach's reactions to clients.

Reflective Practice:

• ● Self-Reflection: Psychodynamic principles emphasise self-reflection. Supervision encourages coaches to reflect on their own experiences, biases, and emotions, aligning with the introspective aspect of psychodynamic theory.

Understanding Client Dynamics:

• ● Relationship Dynamics: Psychodynamic theory often focuses on relational dynamics. In coaching supervision, understanding the dynamics between coach and client can include exploring relational patterns and how they affect the coaching process.

Exploration of Transference and Countertransference:

• ● Interpersonal Dynamics: Psychodynamic theory introduces concepts like transference and countertransference. While not always explicitly labelled as such, coaching supervision might involve examining how a coach's past experiences influence their interactions with clients.

Holistic Approach:

• ● Comprehensive Understanding: Psychodynamic theory encourages a holistic understanding of the client. Coaching supervision, in a broader sense, might aim to understand the whole of the coach's practice, incorporating psychodynamic concepts within this wider view.

While psychodynamic principles can inform aspects of coaching supervision, the field of coaching draws from a range of psychological theories and methodologies.

Industry Perspectives

Industry reports from coaching bodies often echo the significance of both mentor coaching and supervision. They stress that while mentor coaching amplifies a coach’s skills and methodology, supervision provides a platform for coaches to critically evaluate their practice as they continue to mature as a professional, fostering self-awareness and ethical awareness and maintaining accountability in the solo-preneur work of the coach ongoing.

Moreover, these reports often emphasise the dynamic and evolving nature of coaching, indicating that a continuous engagement with both mentor coaching and supervision is fundamental to staying abreast of the latest methodologies, ethical considerations, and industry best practices.

Coaches can benefit from both mentorship and supervision, as each serves distinct purposes in their professional development.

Group coach and mentoring can be particularly suitable in various scenarios for coaches:

1. Diverse Perspectives:

• ● Multiple Insights: Group settings offer diverse perspectives from different coaches, enriching discussions and providing varied approaches to coaching challenges.
• ● Learning from Peers: Coaches can learn from each other’s experiences, strategies, and solutions, fostering a collaborative and supportive learning environment.

2. Cost and Time Efficiency:

• ● Resource Optimisation: Group supervision/mentoring often proves more cost-effective than individual sessions, making it accessible for coaches who might have budget constraints.
• ● Time Management: It allows coaches to receive feedback and support while investing less individual time compared to one-on-one sessions.

3. Skill Enhancement and Development:

• ● Skill Sharing: Coaches can share their expertise and insights, contributing to collective skill development within the group.
• ● Learning Variety: Exposure to various coaching styles and techniques widens the range of skills and tools available to each participant.

4. Interpersonal Dynamics:

• ● Group Dynamics Exploration: Coaches can observe and learn about group dynamics, which can be reflective of dynamics present in their own coaching sessions.
• ● Personal Growth: Interacting with a group helps coaches better understand their own communication styles and relational patterns.

5. Specific Learning Objectives:

• ● Theme-Based Discussions: Group sessions can focus on specific themes or topics, catering to the collective needs and interests of the participating coaches.
• ● Targeted Development: They can address common challenges or areas for improvement shared among the group members.

6. Supportive Community:

• ● Networking Opportunities: Engaging in group supervision/mentoring fosters connections and builds a supportive community within the coaching profession.
• ● Peer Support: Group settings provide an environment for coaches to offer and receive support from their peers, creating a sense of camaraderie.

7. Continuity and Consistency:

• ● Regular Engagement: Scheduled group sessions can promote consistency in continuing professional development, providing ongoing support and accountability.

Utilising Both

Coaches often find value in integrating both mentorship and supervision into their practice:

• ● Comprehensive Growth: Mentorship assists in skill enhancement, while supervision ensures ethical, reflective, and holistic development.
• ● Balanced Perspective: Mentorship might focus on skill-specific guidance, while supervision provides a space for deeper self-reflection and ethical considerations.
• ● Diverse Support: Engaging with both a mentor and a supervisor offers diverse perspectives and support structures.

Personal Preferences and Needs

In summary, while mentor coaching concentrates on enhancing coaching skills and methodology, supervision delves into ethical considerations, self-reflection, and navigating complex client scenarios. Both are integral to a coach’s growth and effectiveness, contributing distinct yet complementary elements to their professional journey.

These concepts, as illuminated by academic research and industry insights, showcase the multifaceted nature of coaching development, underscoring the importance of both mentor coaching and supervision in shaping adept and ethically conscious coaches.

Ultimately, the decision to work with a mentor, a supervisor, or both depends on a coach's specific needs, preferences, and career goals. Some coaches might find value in having different mentors or supervisors for various aspects of their practice, while others might prefer a comprehensive approach with a single mentor-supervisor relationship.

It's essential for coaches to consider their objectives, seek guidance in areas that require development, and align their choice of mentorship or supervision with their professional aspirations and ongoing learning goals.

Find coach supervisors and mentors from a reliable coaching marketplace like BOLDLY. Reach out to us at connect@boldly.app today.

About the Author:

Alexandra Lamb is an accomplished organisational development practitioner, with experience across APAC, North America, and MENA. With 20+ years in professional practice, conglomerates, and startups, she has collaborated with rapid-growth companies and industry innovators to develop leaders and high-performance teams. She is particularly experienced in talent strategy as a driver for business growth. Drawing from her experience in the fields of talent management, psychology, coaching, product development, and human-centred design, Alex prides herself on using commercial acumen to design talent solutions with true impact.