How important are models in coaching supervision? Are they only helpful in the learning process for a new supervisor or do they have merit in, and of themselves?

Models provide a mental map of a process and can be especially helpful for the new coaching practitioner and coaching supervisor in developing confidence in a new process. In the coaching arena the GROW model is the most well known, and in the context of business coaching arguably the most commonly used approach.

For the coaching supervisor a number of models have been adapted from Social Work and counselling and applied to the coachee/supervisor relationship. Arguably, the most recognised is the Seven Eyed Model developed by Hawkins & Shohet which was adapted from their previous social work practice. In this model the supervisee or coach is at the centre and the supervision process involves examining seven different perspectives of the coaching process and relationship. It is a complex model with critics arguing that it is both time consuming and difficult to use – particularly for the inexperienced supervisor.

An earlier model also developed by Hawkins & Shohet the CLEAR model was used in supervisor training programs during the 1980s and led to the development of the Seven Eyed Model. The CLEAR model – Contract, Listen, Explore, Action, Review has also been adapted in the coach/client relationship due in part to its ease of application and use.

Two other models are worth mentioning and can be accessed from the website of the Coaching Supervision Academy.

The Full Spectrum Model of Supervision offers an integrated approach to the supervision process considering not only the organisational perspective, but a range of conceptual tools and meta skills to support the supervision process.

Finally the Systemic Approach to Coaching supervision offers a whole system view and takes into account not only the work that goes on in the coaching process, but also the beliefs, thoughts, emotions and experience of both coach and supervisor.

While models do provide mental maps, it is well to remember that they are not an end in themselves. Like coaching, effective supervision follows the needs of the situation and provides both challenge, growth and affirmation as needed to expand the capabilities of the coach.

We need to know more about how these models are being used how each process is working. I would love to hear any feedback from coaches or supervisors on their experience what works well and what may not work so well. What does remain clear is that supervision is a complex process and there is no such thing as one size fits all.