A focus on process according to Gray (2007) led to the emergence of social role models of supervision with its emphasis on “roles and tasks” (Gray, 2007:303). Among the most recognised of these models is the predecessor to Hawkins & Shohet’s (2006) Seven-Eyed model of supervision, which outlines six areas for exploration in the supervision relationship. A seventh are was added later focusing on the external organizational environment. The coach remains firmly at the centre of the Seven-Eyed model, with the process examining the relationship and issues that take place between coach, coachee and supervisor

The roles that the supervisor undertakes in the supervision process, such as “teacher, counsellor and consultant” (Gray, 2007:304) are key elements of a discrimination model in which the supervisor will “tailor his or her responses to the needs of the individual” (Gray, 2007:304).

A key notion in the social role model is that the system itself is an important element of the supervision process and that paying attention to each element of the system will enable exploration of the specific dynamics of the system, what is taking place between the key players, and the influence of wider environmental factors.

Social role models like others from the fields of therapy and social work have found their way into the literature on coaching supervision and provide a useful focus on both system and process issues. Among the challenges Salter (2007) argues that the Seven-Eyed model may be seen as too complex for the needs of the fast-paced business environment.

Like any model, there is no expectation that every element of the model will be used in each supervision session. Rather the strength of the model is that is provides a context for discussion and exploration of the coach/coachee role and well as the coach/supervisor role while taking account of the social and organizational context that lies at the core of the business coaching relationship.