The Centre for Excellence in Leadership (CEL) was formed in 2003 by Ashridge Business School, Lancaster University Management School and the Learning Skills and Development Agency, with the primary purpose of promoting leadership and diversity in the learning and skills sector. It also works in other sectors, including the police and prison services.
In early 2005, Greater Manchester Police (GMP) contracted CEL to assist in a leadership development programme to support a culture change initiative across their 12,000 police officers and staff. Since then, CEL has delivered its Leaders as Coaches programme to a range of HR practitioners, and police officers from inspector to chief superintendent. The six-month programme includes an initial two-day coaching workshop, two half-day supervision and training sessions and a final one-day review workshop. Participants are expected to complete 18 hours of coaching practice over the six months and have six and a half hours of being coached.
Shaun Lincoln, CEL Director of Coaching and Mentoring, said: 'We provide supervision at cost so I make it as affordable as possible. Just as I wouldn't use a coach without supervision, it would be an issue for us if the coaches we train are not supervised.' Janet Campbell-Smith, Leadership Programme Manager in GMP, observed: 'We want our coaching to be the best and we recognise that supervision is a professional requirement.'
Supervision of coaching is built into the initial programme and continues after the coaches 'graduate' from the training. Group supervision is offered on a quarterly basis and coaches are expected to attend two in each year. The sessions are three hours with about six participants. The groups use a 'reflecting teams' technique, in which group members ask questions about an issue raised by a coach seeking feedback. This affirming process includes group members identifying what has impressed them about the coach's approach so far. While the individual raising the issue avoids eye contact, the group discuss what is going through their minds, what the event triggers and how it sits with their own practice.
Although groups use the same techniques each time they come together, group membership varies. The group may be led by a CEL facilitator or it may be a peer group of coaches meeting without a leader but using the approach taught by CEL.
At the start of the training, ground rules were set about confidentiality and this contract is renewed at the start of each supervision group session. This is reinforced by guidance in GMP's coaching policy and by the fact that no coach would know who others are coaching. Lincoln said the importance of confidentiality is always addressed and it is recognised as a 'deal breaker'. 'If you want to put an end to coaching in the organisation – then break confidentiality,' he said.
Top-up skills workshops organised by CEL complement supervision to help coaches continuously develop. Campbell-Smith also arranges regular email briefings to all coaches every six to eight weeks to keep in touch. Additionally, all coaching relationships are monitored. The contract at the start of the relationship includes a 'no fault opt-out' clause for either party at any point. There is a mid-point review after three months, when forms are sent to the coach and coachee asking for feedback on how satisfied they are with the process. There is another similar review at the end of the coaching relationship.
There have been some powerful benefits from group sessions, including shared understanding about coaching practice. Coaches have also learned that sometimes the answers are in their own group of peers, not with the external network. Reflective practice has also helped coaches to see how powerful a 'solutions-focused' approach can be outside a coaching context, with all this implies for cultural change. There has also been an unexpected benefit. Working together in group supervision has improved understanding between police officers and police staff.
Campbell-Smith said: 'Group supervision can be developmental for those who are just listening. Hearing others' ideas can be helpful and it's an opportunity to affirm one's own skills as well as those of others. This doesn't always come easily and it can be very important to work on what has gone well for the coach.'