Erfolgsfaktoren beim Einzel-Coaching

Success factors of executive coaching. A screening of the coaching scenery from the client’s point of viewThis survey, based on questionnaires, examines the success factors of one-to-one coaching from the client point of view. Firstly, ten success factors in coaching were established by means of factor analysis. Secondly, more extensive analysis shows that, contrary to previous research in this field, the “professional system” is not necessarily a determining success factor in coaching. As an exclusive instrument of staff development, coaching seems to be effective even without support from the professional system. The analysis also indicates that the clients perceive their coach as an advisor and confidant as regards role expectations. Furthermore, multiple regression analysis discloses the predictive effects of the two success factors “the coach’s qualification” and “the coach’s involvement” for the overall success of coaching from the client’s point of view. The overall success of coaching itself is established through three items: the clients’ attitudes towards coaching, their attitude concerning further coaching, and the extent to which their objectives were met in coaching.     

Braucht Coaching eine philosophisch begründete Ethik?

Does coaching need a philosphically substantiated ethics? On the foundation of a systemic value oriented imperative for coachingThe general claim that coaches have to take responsibility for their clients is in contrast to the low interest in scientific discussion about ethics in coaching. One of the reasons for that seems to be the fact that this discussion is dominated by systemic thinking and its conviction that ethical aspects should be discussed as matter of contingency. From a philosophical point of view we can realize that this statement contains many ethical implications. Concerning a further development of coaching theory the author discusses these implications with regard to philosophical concepts of Kant, Habermas, Prange, Heidegger, Bauman and the Dalai Lama leading to the suggestion that systemic thinking should be more based on value orientation. On this theoretical grounds an ethical coaching imperative can be formulated with regard to the “categorical imperative” of Kant.     

Alles ist gut

All is good — wisdom’s use in managementIn crisis periods the demand for orientation knowledge grows. Everybody is looking for the answers to the fundamental questions of life. For over 2000 years philosophy has such a knowledge: wisdom. But what is wisdom and what is its use for the management? On this question the essay with Kant gives the answer: Wisdom is the way of self-knowledge. And self-knowledge is the very source of each vision, without which there is no successful entrepreneurship.     

Johann Gottfried Herders philosophische Grundlegung der Iernenden Organisation

Herder’s philosophical model of the learning organisationThe author describes Johann Gottfried Herder’s education philosophy and his plans for an ?alternative“ school. His ?alternative school concept“ shows how the teacher as supervisor of the learning process should take the individual needs into account and adapt the didactics and methods of teaching to these needs. This practice conforms to the rules of today’s reformed schools. Learning as an extension of subjective experiences and life possibilities requires an open organisational structure, and this is what Herder designed.     

Implemented as intended? Recording family worker activities in a Families First program

In evaluating family preservation services, it is important not only to study the service outcomes and the family characteristics, but also what actually happens during the treatment. This requires a program model. This article describes how a program model works, prescribes how workers should carry it out, and describes how researchers should measure the program's characteristics. The authors use data from Families First in The Netherlands to test the model. Results show that the method of the program meets the specified characteristics. The results are important for treatment, policy, education, and evaluation research.     

Neurophysiology and freedom of the will

In the first two sections of the paper, some basic terminological distinctions regarding freedom of the will as a philosophical problem are expounded and discussed. On this basis, the third section focuses on the examination of two neurophysiological experiments (one by Benjamin Libet and one by William Grey Walter), which in recent times are often interpreted as providing an empirical vindication of determinism and, accordingly, a refutation of positions maintaining freedom of the will. It will be argued that both experiments fall short in this respect, and that in general—for methodical reasons—the prospects of ever deciding the dispute about freedom of the will through empirical research are rather poor.

---

Zusammenfassung  In den ersten beiden Teilen dieses Beitrags werden einige grundlegende terminologische Unterscheidungen bezüglich Willensfreiheit als philosophisches Problem erläutert und diskutiert. Auf dieser Grundlage befasst sich der dritte Teil mit der Untersuchung zweier neurophysiologischer Experimente (eines von Benjamin Libet, das andere von William Grey Walter), die in jüngerer Zeit gern als empirische Bestätigung des Determinismus und damit als Widerlegung von Positionen interpretiert werden, die eine Freiheit des Willens behaupten. Wir argumentieren, dass beide Experimente in dieser Hinsicht mangelhaft sind und dass allgemein die Aussichten, den Disput über Willensfreiheit durch empirische Forschung zu lösen, aus methodischen Gründen eher gering sind.

---

Résumé  Les deux premières sections de larticle exposent et discutent certaines distinctions terminologiques concernant le « libre arbitre » en tant que problème philosophique. Sur cette base, la troisième section se concentre sur lexamen de deux expériences neurophysiologiques (lune par Benjamin Libet et lautre par William Grey Walter), souvent interprétées ces derniers temps comme fournissant une justification au déterminisme et, par conséquent, une réfutation des positions affirmant la liberté de la volonté. Largumentation fait ressortir que les deux expériences ne parviennent pas à leur but à cet égard et que de façon générale, pour des raisons méthodologiques, les perspectives de trancher la question du libre arbitre par la recherche empirique sont plutôt mauvaises.

---

Anmerkungen zum Thema Nachfolge und Organisationswandel

I personally understand succession processes as an interface of organization evolutions. The way in which these are settled indicates the development direction of the organization as a conservative or a progressive one. The following will discuss organization changes regarding fluidity and virtuality.The limits of such an organization are more and more psychological, the management personality has a big influence regarding the chances related to changes.In how far, at the leadership level, the deviation readiness can be established through arranged successors, essentially determines the organization’s chance to adjust to changing environmental conditions.     

Besser entscheiden im Team — aber wie?

Investment committees of banks, pension funds or investment clubs meet regularly. The members decide together about the allocation and the timing of their own assets or their customers assets. This article will point out some pitfalls and chances that are typical in this decision making process. Especial focus is set on financial psychological aspects with regards to information processing and decision making processes. At the end of the article the author will indicate a sustainable way to improve the quality of team decisions.     

Können Organisationen nicht lernen? Facetten organisationaler Lernkulturen

Recently, the concept of ‘learning culture’ has entered the discussion on learning organizations and organizational learning, especially in the German speaking countries. Most of the academics, but also practitioners seem to use the term ‘learning culture’ in a particular sense as nurturing a self-directed, on-the-job learning of all employees. An implicit, often neglected assumption of this conception is that organizations can be divided into those who have a learning culture and those who do not. Although this idea of a dichotomy is also found in the discussion on learning organizations, it can be called into question. Past research has shown that (organizational) learning is a multifaceted phenomenon. Different organizations engage in very diverse kinds of learning due to the fact that they are facing varying environmental conditions. This brings us to doubt the idea of a ?one-best-way“ learning culture. Following the basic question, who learns what, how, when and why, the article presents a set of distinguishing attributes to distinguish between different types of learning cultures. Finally, yet unanswered questions and paths for future research are discussed.