Important and original definitions of
terms in the coaching context of the Hamburger Schule:
Is the wish to survive or strive for something better.
Coaching is the context formed by the values freedom, voluntariness,
provision of resources and self-control within which, with the
aid of a structured coaching process related to a topic, perception
is enhanced, decision-making ability is encouraged and alternative
actions are initiated in order to achieve an emotionally wanted
and sustainable self-learn concept of the coachee, the group or
A coaching approach describes the courses of action and tools through
which the expectation of an outcome can be reached.
The agreed framework for communication which respects the interests
of all involved. It is the result of the self-controlled analysis
of feelings, motives, needs,
one’s own values and those of other people as well as the analysis of differences
to other contexts.
Conflicts are situations in which inter-dependent parties try to reach incompatible
objectives or achieve plans of action. A characteristic of this is emotional
Competence means being able to recognise the meaning of a context as well as
differences to other contexts and to turn self-controlled coordination of all
personal resources into situational-individual actions.
A concept is the definitive description of requirements for the objective-strategy-system
of a topic in its context with definite intentions (action plan)
A conception is a comprehensive description of an objective, structure and
action system of a topic in its context as a flexible implementation plan.
(Fundamental structure with room for movement in the concrete situations).
In principle this is the expression for a scientific attitude to thought and
insight which assumes that knowledge, findings, ideas and other content are not
formed by nature but are constructed by humans as a cognitive subject.
A context is an individually defined and interpreted (constructivist) thematical
frame of reference to which one’s one behaviour orientates itself.
A feeling is a physically sensed evaluation of a perception.
Intelligence is an individually inherited and learned structural,
neuronal resource which influences the quality of cognitive, emotional
or psychomotor decisions.
Intention is a need to implement a plan of action.
The purpose of leadership is influence.
Leadership behaviour is (definitive) situational, value-driven behaviour within
a topical context.
Leadership views refer to influencing one’s self (self-leadership), a
group influencing itself (own-leadership) and influencing another person (leadership
Leadership is a re-occurring pattern of behaviour in various topical contexts
Methods are topic-specific patterns of analysis or solutions which
define a “correct” process within the context.
A mission describes values and norms, which lead and demand the behaviour
of individuals and groups within a specific topical context.
A model is the reduced complexity and abstract image of reality.
A motive is an unspecific reason for a certain behaviour.
A need is a specific motive for a certain behaviour.
An objective is the consciously aspired satisfaction of one’s
at a particular point in time.
Potential is the effect that one’s own resources can have in developing
competence for actions in topical context areas.
The process (method) in coaching is the defined structure, with which the help
or reflection on an abstract level can initiate a sustainable self-learn concept.
The creation of a self-learn concept means the ability to create
and implement an objective, structure and action system within
a topical context with regard to one’s own learning.
A strategy describes an optimal fundamental approach to reaching
a objective within a topical value context.
1. Original term from forestry for the management and sensible use of resources
(trees and firs etc.)
2. Sustainability means, that the coachee is able to successfully create similar,
future topical situations in different contexts from within.
According to the Hamburger Schule, the coachee can of course initiate changes
by himself in appliance with his change objectives in the coaching process and
stabilise his behaviour though self-reflection for topically similar contexts
in the future.
In order to describe systems in which we live accurately in their
complexity, it is necessary to consider an undetermined number
of parameters. The definition, meaning and interpretation of the
terms system or systemic are not to be transferred or applied from
the world of known scientific disciplines to the world of systemic
and constructivist coaching. The sciences, in particular sociology,
observe, analyse and interpret whole systems. Systems in their
entirety have also an undetermined number of characteristic in
these scientific disciplines = open systems, dynamic interacting
of system characteristics or of these involved in their behaviour
and decisions or through the character of irrationality. These
are, so to say, features of systems (according to these scientific
disciplines). Knowlededge of these system worlds is thus abstract.
The findings from these, therefore, do not allow the individuality
of a single situation in constructivist coaching. The isolated
case of a coachee, him as a person and his change topic are the
basis for observation and interpretation in systemic coaching under
the aspect of constructivism (felt objectivity of the subject).
The systems of the coachee are explanations reduced in complexity
of his perception of the situation (context). Concrete perception
and its description of situations, contexts or systems are only
possible with a manageable number of parameters. The systems of
the coachee are thus manageable.
“Systemic” in coaching means the acceptance of irreproducible
unique characteristics of people, of the specific topic and the associated
dynamic interactions and integration in contexts. Influential parameters
in the context and between contexts (=systemic):
• Asserted values and norms
Accepted values and norms
Motives and needs
Interactions between people and between contexts
Interpretation, meanings and the connection between meanings
Complexity of parameters
Talent is an individual subject-specific resource that is deemed advantageous
in a definitive context.
Tools have unique characteristics – part of something definite.
A value is that what is important or meaningful to a person from
within a context. The axiomatic of the Hamburger Schule understands
values to be the basis for behaviour in a context.
The expectation of a maximal satisfaction of one’s own needs at an unknown
point in time.
Will is the non-negotiable need to implement a plan of action