M00249908 Alison Hodge

360 Pages·2014·10.09 MB·English

by  Alison Hodge

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Hodge, Alison Anne (2014) An action research inquiry into what goes on in coaching
supervision to the end of enhancing the coaching profession. DProf thesis, Middlesex
University. [Thesis]
Final accepted version (with author’s formatting)
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An Action Research Inquiry into what goes on
in Coaching Supervision to the end of
enhancing the coaching profession
A project submitted to Middlesex University in partial
fulfilment of the requirements for the degree of Doctor
of Professional Studies
Submitted by
Alison Hodge

Institute for Work Based Learning
Middlesex University
June 2014
ⓒ Alison Hodge 2014
DISCLAIMER
The views expressed in this document are mine and are not necessarily the
views of my supervisory team, examiners or Middlesex University
ⓒ Alison Hodge 2014 ii
Abstract
This Project Report is an exploration of coaching supervision.
Coaching supervision is now being advocated by most coaching
associations in the UK as a vital means to support executive coaches in
their continuing professional development.
There is still considerable scepticism, caution, even ignorance about the
nature and purpose of coaching supervision and many coaches still do not
engage in this process or practice.
The aim of this research project is to explore what actually goes on in the
coaching supervision process and sessions over a period of time. Taking
a Participatory Action Research approach, the researcher aimed to
engage with two groups of fellow practitioners, one group of coaches and
one group of coaching supervisors, to explore the respective supervision
experiences of the participants. The duration of the project was 18
months.
Over the period of the programme, the researcher conducted several
Action Research cycles of inquiry that included the following activities (1)
participants engaged in their regular coaching supervision (2) in turn they
kept reflective logs of their learning and sense-making (3) each group
came together to share their experiences in meetings based on Action
Learning Set format (Revans 1971).
The final report in the form of this Project Report provides a record of the
Project, the researcher’s deepening of her own practice, the experience
and learning of the participants and the themes that emerged. It offers a
fresh perspective with the Three Pillars that inform coaching supervision
and its efficacy to support executive coaches to keep them fit for purpose.
ⓒ Alison Hodge 2014 iii
Acknowledgements
As I come to the end of this doctoral programme, I am almost
overwhelmed as I consider the support and encouragement I have
received along the way. I thank all of you with heartfelt appreciation as
you have shared some or all of this journey with me. I realise that I cannot
name everyone who has played a part but I would like to mention the
following people specifically and offer apologies to anyone I may have
unwittingly omitted.
Dr Annette Fillery-Travis, my Internal Adviser at Middlesex University,
helping me to get started, gently steering me with her insightful challenges
and support when I veered off course or needed re-aligning especially
along the “academic” pathway.
Dr Peter Critten, my Project Consultant, who has been a consistent source
of enthusiastic encouragement. While providing guidance from a place of
wisdom and experience, I found his curiosity, seeking to explore and
understand my thinking and process wonderfully affirming as it enabled
me to find my voice even during periods of doubt and confusion.
Dr Diana Shmukler, my professional supervisor, who has been a constant
support before and throughout this journey. I have really valued and
appreciated her non-judgmental containment particularly during difficult
and turbulent emotional periods alongside her insightful and intelligent
challenges to my thinking, my practice and this project. Her understanding
of supervision, learning, relationships, the doctoral process and being
human is a constant source of inspiration.
My co-researchers, who needfully remain anonymous. Thank you so
much for your engagement, commitment and participation. Without you
this adventure would not have been possible. Your generous contribution
ⓒ Alison Hodge 2014 iv
to the Project, to each other, to my learning and to the profession has
been inspiring.
My thanks and appreciation go to my ‘critical friends’, Dr Eunice Aquilina
and Dr Jeremy Ridge. Eunice was instrumental in encouraging me to
embark on this adventure and has been constantly available to share the
highs and lows of this journey with grace, enthusiasm and always
encouragement. Jeremy has walked alongside me, gently encouraging,
being curious, listening and challenging as I grappled with the protocols of
the University and doctoral process, at the same time, exploring
supervision and the profession with its diverse and changing perspectives.

My sister, Dr Jan Baker, who has supported me both personally and
professionally, always affirming especially during some particularly dark
periods when events might have shaken me off course.
My clients, who again remain anonymous, have provided me with such
inspiration through our work together. They have provided a constant
source of learning and fulfilment and without whom I would not have
engaged in this programme. So many have been curious and
encouraging as I have shared this journey with them at different stages,
willing me to continue and make this contribution to the profession.
Friends, both personal and professional, and especially Sally Kleyn,
Louise Austin, Katharine St John Brooks, Ruth McCarthy, Stephen Barden,
Edna Murdoch, Miriam Orriss and Elaine Butler. These people have all
been present and nurturing at different times, sharing the highs and lows
of my doctoral life and beyond, often acting as critical friends and informal
supervisors, and always supportive.
My family, especially my Mother, who has been eternally supportive and
encouraging from before and throughout this journey. My niece Lizzy
Owen with whom I have shared some really tough times and somehow
we’ve “got there”.
ⓒ Alison Hodge 2014 v
And finally Julie Hinge, my Virtual Assistant, who in spite of relocating from
Woking to the USA, has been invaluable with her “technical” support,
always calm and willing as I send yet another digital recording to
transcribe or request another diagram to illustrate my words and finally in
bringing all the chapters together here into one complete document.
As I reflect on all of these people, I would add that aside from the serious
thinking and learning we have co-created, so often we have also shared
laughter. This has made my overall experience such fun and how
important this has been especially during some of the tougher phases.
Through you all I have truly come to understand and appreciate the
practice of supervision. I could not have completed this journey without
you and I feel so enriched by our relationships and the experiences we
have shared.
ⓒ Alison Hodge 2014 vi
Disclaimer ii
Abstract iii
Acknowledgements iv
Table of Contents
vii
Figures And Tables! xix
Glossary! xx
PART 1 - SETTING THE SCENE
Preface to this Project Report! 1
CHAPTER 1 - INTRODUCTION! 4
1.1 Introduction! 5
1.2 Growing up in Australia! 5
1.3 Initial career as an employee in organisations! 6
1.4 Setting up my own business! 7
1.5 The Business during the mid-Nineties! 8
1.5.1 NLP Training! 8
1.5.2 Business Partner embarks on MSc at University of Surrey! 9
1.5.3 Tai ji and mindfulness meditation! 10
1.5.4 MSc in Change Agent Skills & Strategies at University of Surrey!11
1.5.5 Group Therapy! 13
ⓒ Alison Hodge 2014 vii
1.5.6 Trekking in the Himalayas! 14
1.6 My professional life since 2000! 15
1.6.1 And so to Coaching Supervision! 15
1.7 Supervision of my own practice! 17
1.8 Deciding on the Doctorate! 17
1.9 Developing my Research Inquiry! 20
CHAPTER 2 - LITERATURE REVIEW! 23
2.1 Introduction! 24
2.2 Emergence of coaching in an organisational context! 25
2.3 Types of coaching and the complexity of the process! 27
2.4 My own perspective on executive coaching! 30
2.5 The debate around Coaching and Psychotherapy! 33
2.6 Support for Executive Coaches! 35
2.7 Supervision as a safety net! 36
2.8 So what do I mean by coaching supervision?! 40
2.8.1 The Supervision Relationship! 42
2.8.2 Adult Learning and its relevance to Supervision! 45
2.8.3 Reflective Practice! 46
2.9 Different Models of Supervision! 48
2.10 Functions and Tasks of Supervision! 51
2.11 Different Formats of Supervision! 52
2.12 Stages of Coach Development! 53
ⓒ Alison Hodge 2014 viii
2.13 Ethics and Safety in Supervision! 54
2.14 Research into Coaching Supervision! 57
2.14.1 UK Round Table Working Party! 58
2.14.2 Paucity of Research in Coaching Supervision! 59
2.15 Summary! 63
CHAPTER 3 - METHODOLOGY! 64
3.1 Introduction! 65
3.2 Draft Methodology Incident - The Magical Mistake! 67
3.3 “Living Educational Theory”! 71
3.4 Reflective Practice and Dialogue! 72
3.5 “Critical Friends”! 73
3.6 Action Research! 74
3.7 Participatory Action Research (PAR)! 76
3.8 Action Learning Sets (ALS)! 78
3.9 Data Gathering and Data Analysis! 80
3.10 Why not Dyads! 81
3.11 Other Methodologies and Approaches I Considered! 82
3.12 Summary! 83
CHAPTER 4 - PROJECT ACTIVITIES! 84
4.1 Introduction! 85
4.2 Selecting my Co-Researchers! 86
4.2.1 Introduction! 86
ⓒ Alison Hodge 2014 ix