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Coaching or Supervision? Similarities and Differences.
Coaching and supervision share many similarities, and for some individuals a supervisory relationship may be more appropriate than a coaching engagement, or vice versa. Although the core skills and methods applied are very similar (indeed, sometimes identical), some of the similarities and differences are:
For further details please either contact us or submit an enquiry through this website.
- Both coaching and supervision focus on supporting the individual to reflect on their situation/practice and plan how to take steps forward in relation to either their practice or wellbeing. Coaching is more likely to be specifically goal-oriented from the outset (but this isn't always the case).
- Supervision may be more likely to involve detailed reflection on specific pieces of individual casework (but, again, this isn't always the case).
- In coaching, the coaching participant is invited to write their own action plan at the end of the session. In supervision, the supervisor will write this action plan in collaboration with the supervisee and send it to the supervisee after the session. It is usually best for action plans to be kept confidential between coach and coachee, or supervisor and supervisee, as this enhances feelings of safety and encourages open participation.
- While coaching is (predominantly) coachee-led in terms of the agenda covered, in APS supervision the supervisor may suggest that specific themes (e.g. CPD, wellbeing, safeguarding) are explored during the conversation. This will be agreed in the agenda-setting part of the conversation or the contracting stage of the engagement.
- In some (but not all) supervision engagements, the supervisor will have experience of either having performed the supervisee's role, or may have particular experience or knowledge of specific working methods or e.g. professional standards or frameworks, and this knowledge/experience can be drawn upon to inform the conversation. This may not be the case in a coaching engagement.
For further details please either contact us or submit an enquiry through this website.
Delivery – proactive is best
In our experience, this type of support is most effective when sessions are delivered on a regular (e.g. termly) basis, rather than being provided reactively (i.e. when a person identifies that they may have a particular issue and then tries to seek support). This has the following benefits:
- A regular review/check-in opportunity exists for each coaching/supervision participant, and the participant is aware of this. This can help people to feel held/valued.
- Sessions can focus on the coaching/supervision participant’s current concerns and issues so that they can be supported to find their own solutions to those issues.
- People come to expect that coaching/supervision will happen, and know they have an outlet they can use to discuss particular matters if needed (“I’ve got coaching/supervision next week and I can discuss this then.”).
- The contracting organization (should there be one) can suggest that particular matters are taken to coaching or supervision for discussion (“You might wish to consider talking that through in your coaching/supervision session”).
- Such models do not require members of staff to: (a) recognise that they need support; and (b) seek it. Instead, support is provided proactively, with check-ins/reflection becoming a part of the culture.
- Issues related to practice and/or wellbeing can be explored and, if possible, addressed at an earlier stage before they escalate.
- Regular sessions allow for a relationship to develop between supervisor and coaching/supervision participant, a key ingredient for enhancing the effectiveness of the sessions.
- Over time, people become more used to how coaching or supervision works and, in many cases, become increasingly proficient at using it effectively.
Aspen Psychology Services Coaches and Supervisors
APS Supervisors are HCPC Registered Practitioner Psychologists who are capable of supporting people with matters related to practice and wellbeing. We draw upon our professional knowledge and skills, as well as our experience of providing a range of helping relationships (e.g. consultation, coaching, supervision). You can find our more about our individual backgrounds and experience here.
In circumstances where an individual’s needs are such that their issues may be more suited to another form of support, we may be able to make suggestions to signpost other support services.
In circumstances where an individual’s needs are such that their issues may be more suited to another form of support, we may be able to make suggestions to signpost other support services.
What people have said about Aspen supervision
"This was an excellent session that was incredibly helpful, making me inwardly question why I hadn't accessed this before. The session was skilfully led and reflective links were made to comments or statements that I had made in order to explore aspects more deeply. I was highly impressed with the professionalism and high degree of skill shown in this session. Thank-you." - Primary School Head Teacher
"I found it very helpful talking to somebody outside the organization and to have the time to reflect and put into words my thoughts, feelings, emotions and struggles." - Designated Safeguarding Lead.
"Supervision sessions have been a great way to discuss anxieties and concerns in a safe place. It has also been a way to celebrate successes and get some fabulous practical ideas." - Early Years Foundation Stage Practitioner.
What people have said about Aspen coaching...
"[The coaching relationship] allowed us to tackle a number of difficult issues in confidence... The sessions have provided me with the space I needed to develop certain aspects of my leadership." - Executive Principal.
"You empower staff with this approach, no matter their role. The way in which the staff have been supported through this type of model has helped them to recognize the importance of reflecting in order to move forward and set goals. Also, I feel you challenge the staff to further develop their practice and, because they feel empowered and confident, they rise to that challenge." - Primary School Assistant Head Teacher.
"[APS Coach]'s work with [Coachee] has substantially increased her confidence as a leader. It has also given her the tools she needs to become an outstanding one. [The coach] enabled her to see the resources and strength she had inside herself and the strategies to use them effectively." - Head Teacher.
"This was the most positive experience of my teaching career so far. I felt that the coaching was focused completely on what I did well and how this can be developed or used more so that I improve further." - Secondary School Teacher.