About

Supervision and Coaching – Scope of Concepts

The terms supervision and coaching indicate formats of counseling to serve the professional
development of persons, teams, and organizations.

Supervision provides ample space and time to reflect professional functioning in complex situations.

Supervision primarily serves the development of individuals, teams and organizations. It improves the professional lives of individuals and teams with regard to their roles in an institutional context. It also focuses on ensuring and developing the quality of communication among staff members and methods of cooperation in various working contexts.

Additionally, supervision offers support in different reflection and decision making processes and in challenging and demanding professional situations and conflicts. It supports clarification and the processing of tasks, functions and roles. It assists in the handling of processes of change, in finding innovative solutions for new challenges and measures to combat mobbing and burnout.

Different foci of supervision are:

    • Supervision for work with clients
    • Educational Supervision for trainees in professional training courses
    • Supervision as improvement of professional functioning
    • Organization supervision

Coaching is understood as a form of professional counseling that:

    • inspires the coachees to maximize their personal and professional potential.
    • primarily aims at managers, working with specific objectives, methodology and approach.
    • focusses on the professional and personal growth of the coachees

Our Philosophy

ECVision was dedicated to provide instruments in order to assure the comparability of supervisory and coaching competences.

The basic methodological assumptions are referring to the development of a European common ground by:

    • Creating Comparability
    • Using the existing EQF principles and the two validation systems ECVET and ECTS
    • Providing a sound grounding for dcomparable formal outcomes of even different validation processes.

The ECVision Philosophy is based on three principles:

    • Generic approach
    • Focus on the interaction of person, work and organization
    • Connection with the professional community

Our products

1. The ECVision Glossary

The ECVision glossary aims at providing orientation and a mainstream description of how today`s professional discourses in Europe use both terms. In addition, it offers descriptions of related terms and explains the different forms of comprehension and the perspectives that were available in the field.

2. The ECVision Competence Framework

A description of learning competence outcomes in supervision and coaching, the methodology refers to three approaches and/or concepts as methodological guidelines:

The ECVision glossary
Blooms Taxonomy
The European Qualification Framework (EQF)

3. ECVision Reference Table between ECTS-ECVET

Training programs in supervision and coaching in Europe are provided by Universities (which refer to ECTS) as well as by private companies and job-oriented adult education centres (which until now have no consented validation nstruments). 　 The reference table is dedicated to provide a model for accreditation and validation of learning outcomes in education and training of supervision and coaching in Europe.

Products for testing and proving the usability:

Instruction workshops
Four VET-Curricula for supervision based upon the competence framework.
An Evaluation model of supervison and coaching in organizations

Products ensuring dissemination:

Two conferences in Brussels (January 2013) and Vienna (September 2015)
Manual to publish the products together with scientific articles.

Our target groups and benefits the project provides them with

National associations for supervision

    • Reliable European standards facilitating cross-border mobility of consultants and learners.
    • Enhancement of professional discourse
    • Support to fit supervision into NQFs;

VET providers for supervision

Transparent and comparable description of VET curricula in learning outcomes

    • Enhancement of the comparability of vocational training for supervisors concerning the training curricula.
    • Enhancement of quality assurance requirements prescribed to the providers of supervision and training of supervisors.
    • Clear scheme of mandatory and optional competences
    • Development of a description mode in Learning Outcomes for European VET providers.
    • Accreditation of a private VET providers’ training programme in ECVET.
    • Comparison of accreditation of training programmes in ECTS and ECVET.

Individual supervisors and coaches:

    • Enhancement of the comparability of supervisors’ competences on the European labour market
    • Support of the individual supervisor to emphasize his or her competence profile.
    • Opportunity for supervisors to present their personal supervisory competences to potential customers (maybe in form of a portfolio).

Customers in personnel development:

    • Information to customers about the core tasks of this profession and the European working perspectives.
    • Clarification of aims and tasks for supervision as a measurement of personnel development.
    • Model for evaluating supervision as a measure of personnel development