• Should coaching be regulated?

  • Should coaches be developed rather than trained?

  • Should coaching be more than a transitional fix?

Coach Supervision

As a professional coach, or a professional who uses or commissions coaching, have you had the thought that Coaching will eventually need to operate to a minimum standard?

Have you noticed that some coaches seem to have something “more about them” than others?

If Coaching is an industry that needs regulation, then do we measure fitness purpose, by efficacy, by cost-effectiveness, by outputs? Or do we measure the inputs, the coaches themselves, for their level of training and development? Do we define, measure and refine that “something” that influences the way they interact with and contribute to the world, that human element beyond training?

We are suggesting the latter – we are daring to suggest that the level of cognitive and social-emotional development of the coach dictates more than just their coaching efficacy. We are suggesting that adult development defines both eligibility to be a coach and the appropriate client group of the coach.

We advocate the development of the coach as a pre-requisite to operating as a coach and Coaching using RealTime ModellingTM. This is an outcome of Constructed Development Coaching by Dr Stevens.

We are offering a new approach to Supervision and Coach Development!

Coaches are generally adults who have achieved a certain stage of maturity, both in their cognition and their emotional life, a factor of coaching ignored to date. The inference is: the higher the coaches’ stage of maturity (AQ), the greater their potential to help clients. Such theories of how adults mature in their thinking and emotional intelligence over their life span are both validated and yet still controversial.

Research on Leadership by Avolio & Gibbons (1989):

“A leader who operates at a lower developmental level than his or her followers cannot transform followers to a higher level than his or her own. Conversely, a leader who views the world from a developmental level that is not understood by his or her followers will also have difficulty transforming followers to his or her way of thinking” (p. 294).

Our coach supervision is designed to benefit both coaches and future clients, to guide coaches through a Vertical Development path to higher level thinking, that equips them for Developmental Coaching using RealTime ModellingTM.

Conventional Coach training offers techniques to use with the client. Our programme offers growth of the coach over time, defined and measured with the Awareness Quotient systemTM.

Measurement

The programme begins with the coach undertaking an Identity Compass profile created specifically for Vertical Development. From this, we will be able to determine their current Awareness QuotientTM score as seen in the image to the right. This is a visual representation of how we Coach from our own developmental level (AQ).

Knowing the AQ stage of growth for each coach will ensure the ethical approach to our Coaching approach is maintained as no client will be allocated to a coach with a lower AQ score than theirs. This is the difference that makes the difference between CD Coaching and other organisations.

The Process

Developing Cognitive Complexity is a process of guided self-reflexive awareness-raising over time. We always need a More Complex Other (MCO) to notice our unconscious and habituated patterns. Our process of Coach development, RealTime ModellingTM creates the transformative process used by Coaches with their clients.

The programme examines the way we construct our thinking, from a social-emotional and cognitive complexity perspective, as well as our habituated, and unconscious, Cognitive Intentions.

The aim is to define a path to growth, from current developmental level to potential level.

Real-Time Modelling

RealTime ModellingTM is about HOW we listen, and WHAT we are capable of listening for, as well as and the questions we use to elicit the unconscious habituated construction of the client. It is also about how we reflect that information, in real-time to ourselves and our client. The whole approach of CDC is to be fully present and fully aware of our own construction of self in order to be of optmimum use to our client. Therefore, we deliberately listen for:

  • information inferred but not stated
  • information pre-supposed or excluded
  • implied meaning
  • unspecified performance
  • levels of development (AQ)
  • emotional states (conscious or unconscious)
  • cognitive complexity (conscious or unconscious)

By understanding what we are listening for, and how we listen for it – Construced Development Awareness – we change the basis of a Coaching relationship, from conversation to developmental dialogue.

Coaches at lower levels of development will avoid programmes that measure them and offer feedback. Judging themselves and being judged by others will be emotional and potentially critical.

More developed Coaches tend to seek out ways to measure themselves in order to further their Vertical Development and efficacy. They are more able to receive information objectively .