As an independent explanation system of
coaching, the Hamburger Schule consciously distances itself from
other explanatory systems. This also involves the conscious use
and the conscious exclusion of terms that do not conform with the
axiomatic of the Hamburger Schule.
Definitions of terms which lead to "irritations" in everyday
linguistic use of these words are not applied in terms of training
dogma. Amongst these in particular are the words: advice, suggestion,
consulting, to give advice, to convey, tips, roles, to fill a role,
to take on a role and similar, solution-anticipatory phrases.
The Hamburger Schule differentiates from
other understandings of coaching in particular by means of:
Terms which come from the methodology of other coaching trainings,
in particular psychotherapy, transactional analysis (TA), Neuro Linguistic
Programming (NLP), are not in usage at the Hamburger Schule or, in
order to exclude “transfers”, should not be used.
- Basing all action upon theory.
- Understanding coaching as a value-interpreted context.
- Formulating the expectation of effect (the coaching
approach) as described by the sustainable self-learn concept, the
4 values (freedom, voluntariness, provision of resources, alternative
actions) and the 3 concerns of coaching (decision-making ability,
enhancement of perception, alternative actions).
- A clearly defined coaching process derived from the Rubikon
Model (Heckhausen), activity-based learning, transfer theories and
the Kepner-Tregoe Method.
- Highlighting constructivism in the sense that the coachee
evaluates himself using provided or existing abstract structures
within context instead of following an evaluation by the coach.
- The sole responsibility of the coach for the structural
progression of a clearly defined coaching process.
- The provision of a scientifically based axiomatic for
the context coaching.
- Being able to reflect on an abstract level instead of
an activity level.
- The coach creating hypotheses using scientifically verifiable
theories, models and axioms.
- Thinking within context, which means that people do not
interpret systems but instead what they consider belonging and connected
to the subject (systemic: the composite).
- Emphasising personal rights from which the free development
of personality is derived.