The notion of an integrated theory of supervision which encompasses all other areas, holds much appeal, potentially linking all other approaches into a more seamless and unified whole.

Kaufman & Schwartz (2004) suggest that an integrated approach provides an “umbrella theory” Kaufman & Schwartz (2004:153) which builds on the developmental theories of Erickson’s (1968) who developed a psychological stage theory , Piaget who is well known for his theory of cognitive development, Kohlberg (1976) who described a theory of moral development, Maslow (1943) who determined a hierarchy of human needs and more recently Kegan’s (1982) order of consciousness theory – to name just a few.

Coaching supervision influenced not only by developmental perspectives, counseling, psychotherapy and social work where the supervisor needs to have an understanding of process and underlying motivations to effectively explore the dynamics of the coach/client relationship. In this context Shohet & Smith’s Seven Eyed Model of supervision provides an effective model. xxxxx In the case of the supervision of business coaches, there is also a need for an understanding of adult learning, organizational development, change management, strategy formulation and systems theory which are the fundamentals of coaching in a business and executive coaching context.

The application of an integrated approach in coaching supervision suggest’s a need for business coaching supervisiors to develop a multi-disciplined approach which may be developmental in its process and lead to a level of personal mastery.

Not all agree that the developmental approach is without flaws. Chagnon & Russell (1985) comment that the development approach is not linear that a number of steps in the process may be necessary to become fully competent.

I agree with this comment, although the notion of a developmental approach does not in my view automatically assume that a linear approach has to be followed. Developing skills as a business coach and potential as a business coaching supervisor does not have a set time-frame or structure, nor does the skill development process move logically from one stage in sequence to the next stage. Senge alludes to this with his notion of double loop learning suggesting that a number of iterations may be required to develop a level of expertise and personal mastery in the application of skills.

In undertaking business coaching supervision it is worth remembering that it is an experiential and reflective process and that this plays its part in a continuous learning cycle