Closely associated with all coaching work and coaching processes
are questions regarding the effectiveness of coaching and the involved
Is the success of coaching measurable?
Yes – the success of coaching is measurable. It involves,
however, other means of measurement:
The benchmark for the success of coaching is voluntarily set by
the coachee, the group or the team and in his/its freedom of decision
in his/its change objective and attainment characteristics.
The coach carries responsibility for the process, that means that he provides
a logical succession of reflection offers in accordance with the change objective
of the coachee in combination with the agreed attainment characteristics.
coachee, the group or the team carries the responsibilty
for finding solutions and for the results. He/she/it alone is responsible for setting and for reaching
the intended change.
Quantitative (measurable) and qualitative (describable) criterion
can be defined by the coachee, the group or the team.
Thus the evaluation of coaching is always self-controlled. The 4
core values of coaching form the benchmark for this:
- Freedom: the sustainable self-learn concept set by the
coachee, the group or the team.
- Voluntariness: the coachee, the
group or the team decide themselves upon the change topic and
the point in time in which
it is to be
- Resource provision: The coachee, the group or the team
has autonomous access to the resources which are required to
realize the change.
- Self-control: The coachee, the group or the
team is able to recognise the requirements for change and to
control himself/itself within
The Hamburger Schule principally only uses hypotheses when providing offers
of reflection which are derived from scientific models, theories and the
axiomatic of the Hamburger Schule. In doing so the Hamburger Schule puts
itself up for discussion to the scientific public.
Evaluation of trainings
The evaluation of learning occurs:
Third parties and non-involved can evaluate:
- By the learner himself as self-evaluation of competence as a
coach in the intented transfer context.
- By the course trainer within the
framework of the curricular feedback system.
- By other participants using
- Deviations from training objectives.
- (If appropriate information is available) the adequate
consideration of the connection between time and cost in respect
of the defined quality of the training objective.