Evaluation

Closely associated with all coaching work and coaching processes are questions regarding the effectiveness of coaching and the involved assessments.

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.
The 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 changed.
• 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 these “changes”.
  

Scientific verifiability
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

• 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 individual benchmarks.
  

• 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.