Continuing the exploration of theories that influence coaching supervision, developmental theories describe a stage-based approach to the development of the coaching supervision practitioner.

What seems clear is that the new coaching supervisor will move through a set of stages beginning from a position of little or no knowledge and skill, with a high level of dependence on the experienced supervisor to a final stage of autonomy and independence where the coaching supervisor and coaching practitioner achieve a level of mutuality to be able to operate and an independent practitioner.

Stoltenberg & Delworth (1987) describe this as “passing through a series of levels and structures of self and other awareness and motivation” (Gray, 2007:302) in the journey towards autonomy.

Chagnon and Russell (1995) suggest that the development of supervisors is a “much more fluid change process that may ebb and flow from one level to the next”.

In contrast, Holloway (1987) questioned the developmental approach on conceptual and theoretical grounds. While there is more work required to empirically assess whether this approach could be used in coaching supervision or not, there is an inherent efficacy in this approach which supports the notion of skill development for coaching supervisors that is worthy of further exploration.

Like the other theories, a developmental approach to coaching supervision is but one approach on a kaleidoscope of different theories. There is perhaps no single truth, but the essence of each theory contributes to a more unified and integrated whole – a view that will be explored further in Part 5 of this series to follow shortly looking at an integrated theory of supervision.