Coaching Training

Principles, Aims and Scientific Orientation

The International Academy (INA) was founded in 1996 by professors from the Freie Universität Berlin with the aim, among others, of combining science and practice, as well as developing programs of advanced studies and further training for business and the economy. The INA’s Institute for Organization and Management (IOM) designs and promotes the coaching training, which has been conducted successfully in various countries since 2002. The key concept in coaching training may be worded succinctly by quoting the title of Gerald Hüther’s book: “What We Are and What We Could Be.”

In our professional roles and indeed in our private relationships, we repeatedly encounter limits. With the “circumstances” or the “others” exacerbating the achievement of our aims. In the training to become a coach, we pursue an alternative route, which Jens Corssen describes as the path to self-assurance, self-confidence, self-efficacy, self-responsibility and self-conquest. The latest findings from scientific brain research embolden us to risk leaving our comfort zone, in that they verify that we live and experience only a fraction of our intellectual, emotional, intuitive and psychic potentials. Yet what is the benefit to us of having specialist expertise, when we neglect to focus on the development potential of our individual personality? At the latest in our professional roles (such as for instance as an executive) do we realize that we frequently have challenges we are unable to master – due to an approach solely aligned to rational considerations and the “facts”.

Current happiness research refers to three challenges for a content and happy life – both professional and private:
A. Do not “evaluate”; B. Be in the “here and now”; C. “Do something for others.”

In the coaching training program, you learn what this means for “leadership”. Science provides answers to the question of what opportunities there are to develop our intellectual, emotional, intuitive and thus psychic potentials, which in turn make us convincing executives and managers, as well as interesting partners (in dialogue), among others. In the training to become a coach, as our orientation basis we take scientific theories that have arisen in a university context, and which make all the difference in a confusing and complex market flooded with a range of varying study options.

A. Systemic coaching and process consulting (Luhmann, Willke, etc.)

B. Systemic team and organizational development (Varga von Kibed, etc.)

C. Empirical brain research (Eagleman, Hüther, Keysers, etc.)

D. The U-Process model as a process model for coaching (MIT/ Scharmer, etc.)

E. Self-awareness, self-reflexivity, self-effectiveness as a coach (Corssen, etc.)

In coaching practice, as our orientation basis we take the process model of changes, which has been researched and empirically validated in the group of scientists led by Scharmer and Senge at the MIT in Boston, among others. The seven steps to change in the U-Process model correspond to our modularly structured training program. Our methodology is aligned to hermeneutic processes and to premises from system and communication theory, which form the basis for our coaching “tools”. The practical application of the knowledge gained in live coaching settings (with clients and customers who do not attend the training) provides a unique and sustained learning effect. Thus this part is solely conducted by teaching coaches who have already gained many years of experience – not only in the field of training, but also in individual and team coaching in a business context. Ultimately, we convey the aspiration to have a knowledge-based attitude and approach, which understands the development of the coach personality as a first step in the professionalism of business coaching.

 

Business Coach: Course Structure and Contents

The ten training units (C1 to C10) are taught in 160 lectures and 44 exercise sessions

C1: Basics of coaching

  • Models, basic variables and success factors of coaching
  • Contract and contract design
  • Establishment of a consultative relationship: first case discussion

C2: Systematic principles of coaching

  • Systematic diagnosis and interventions
  • Simulation methods in coaching
  • The U-Modell as the basis for coaching
  • Individual coaching: second case discussion

C3: The coaching process

  • Value and target analysis
  • The role of the counselor
  • Self-awareness, reflection and efficiency as a coach

C4: The organization

  • Organizational sociological and psychological foundations
  • Team building and organizational development
  • Team coaching: third case discussion

C5: Quality assurance

  • Coaching as a contributor to quality management
  • Evaluation of the coaching process
  • Coaching as a part of human resources development

C6: The Coaching Concept

  • Summary of training content
  • Live coaching with external clients/customers

C7: Closure and certificate verification

  • Preparation of thesis
  • Case presentation case and evaluation

The modules C1 to C7 are taught as a package and are a prerequisite – in addition to successful case presentation and final thesis) – for the certificate.

The modules C8 to C10 can be booked separately. They build on previous lectures and further deepen the understanding of key topics. Completing all ten modules enables participants the membership in a coaching association.

C8: Health and resilience

  • Beliefs and value systems
  • Work-life balance and burn-out
  • Ways to resiliency

C9: Team coaching I

  • Concept of Psychodynamics
  • Conscious and sub-conscious conflicts in teams
  • Organization of collective intelligence
  • Ways to build high-performance teams
  • Team coaching: Tools I

C10: Team coaching II

  • Context of team coaching and organizational development
  • Team coaching and leadership
  • Team coaching and Change management
  • Team coaching: Tools II

Master Study Course Coaching, Leadership & Change Management (MA)

Outlook

In the future, coaching is set to become a self-evident task of every manager and executive. In addition to the operative duties involved in human resource management, the so-called soft skills here are being increasingly refined as determining factors in corporate development processes. The new challenges that executives face include managing corporate activities in decentralized structures and having a global focus, as well as adequate management of their staff under permanent pressure for change. The skills required consist of flexibility, the ability to learn, and innovativeness – with these needing to be demonstrated not only in application documents, but especially in the executive’s daily practice and work. This includes the ability to recognize talents and foster them appropriately, to manage team processes, to identify conflicts at an early stage and to develop flexible approaches leading to solutions. In this regard, an important aspect and prerequisite at the same time for managerial competence consists of self-care. This means that management and executives are not only responsible for motivating and developing the potentials of their employees, they also have to reflect on their own competencies and their development. In this way, emotion and intuition have now become key qualifications among the management competencies required today – with coaching as the basis for their professionalization. Thus, applied coaching not only promises and provides new leadership techniques and skills, but also a profound transformation in management and leadership.

The boom in label coaching has caused a dilution in and a multitude of coaching concepts and designs, which is also reflected in the wide range of related training and education courses on offer, among others. Coaching is (still) not a protected term, while its excessive use and the manifold array of qualification providers frequently result in detriments to quality. The bbw in cooperation with the INA/FU Berlin now intends to challenge and counter this trend with their new study course, which is unique throughout Germany.

To achieve this, the Master study course combines findings on coaching processes based on scientific and empirical research with practical training and education to become a Business Coach. This integrative approach, consisting of business management practice and psychological views and aspects, facilitates a holistic perspective of the processes and structures, together with the development of personal competencies.

Course Content Focus

The focus of the study course is on the unique, personal and professional requirements involved in the roles, functions, tasks and process designs respectively for coaching, leadership and change management. This includes the standalone conducting and implementation of coaching activities already during the studies, together with their constant monitoring and support by peer supervision and teaching supervision or teaching coaching respectively.

Due to the growing challenge to now have competencies in the field of intercultural management, a specific focus is accorded to the unique conditions and issues in the field of intercultural coaching.

With the fundamental characteristics of professional consulting and change processes as the background and basis, the course participants learn the methodical and systematic applications required here, as well as how to manage and handle issues creatively under the specific underlying conditions for leadership and management in differing corporate and business environments.

Doing so, the modularly structured study course combines the conveying of theoretical-empirical knowledge and findings with the practical organization and design of processes in coaching.

Aims and Qualifications

With the Coaching, Leadership and Change Management Master study course, leading to a Master of Arts (?) degree, the course graduates become qualified to provide informed answers and responses to the growing challenges that executives and management face in their everyday corporate practice.

The participants learn professional coaching concepts and designs intended as efficient and practical methods for managing, leading and motivating employees. Furthermore, their awareness for and understanding of change processes is enhanced, permitting them to make an effective contribution to the development and strengthening of the related corporate culture. (PhD??) (Training/Education Certificate)

Study Course Contents and Progress

The interdisciplinary Coaching, Leadership and Change Management Master studies consist of a four-semester fulltime study course and/or a  one**-semester study course to be taken parallel to working.

The study course provides education and training to professionally experienced academics in management and leadership positions, who would like to specialize and professionalize their individual skills and abilities on a scientific basis.

In addition to conveying well-founded specialist know-how and knowledge about differing teaching disciplines and methods, the teaching content and lecturing formats are intended to enable the participants to recognize and resolve problems and issues related to everyday practice. The interdisciplinary design serves the purpose of creating a bridge between the underlying business-management and psychological conditions, as well as for developing Pareto efficient solutions and applying them methodically.

In order to do so, the first semester of the study course focuses on the scientific-theoretical principles of coaching, leadership and change management from a business-management and psychological perspective.

The specialist and professional knowledge gained is combined in its own module under ethical and sustainability aspects in an interdisciplinary design, and related to practical questions and issues.

The second semester focuses on the development of the individual methods and competencies. Doing so, specific coaching, leadership and change management methods and techniques are acquired, developed and deepened, and applied to exemplary practical problems and issues.

In the third semester, the participants learn to apply their knowledge in working contexts on the basis of their own cases. This includes the standalone conducting and implementation of coaching activities, together with their constant monitoring and support by peer supervision and teaching supervision or teaching coaching respectively.

This project-related experience is reflected upon scientifically in the fourth semester and forms the conclusion to the studies in the form of the Master thesis.

For more information, consult our detailed PDF document and do not hesitate to contact us.

 

Testimonials and References

 
Karl PilnyIn 2016 I had the pleasure and the privilege of obtaining the Certificiate as Business Coach after a thorough and thrilling training course headed by Dr. Thomas Koditek, which not only provided me with state-of-the-art knowledge and facts but also tremendous insights and inspiration. Dr. Koditek is combining many rare qualities and enables and motivates to reach and maintain continued levels of engagement and excellence.

– Dr. Karl Pilny
Asia Expert & Author , CEO Asia21, Berlin / Zürich
 

 
Small groups, the right balance between theory and practice and very tangible „live coaching“ sessions make this Coaching training an unforgettable experience. The learnings exceeded all expectations I had before and strengthen me for my everyday life, for both, my private and professional role as leader and coach. The tools and methods trained are applicable for different situations and help also to communicate in a proper way. All in all the coaching training of INA Academy is an accelerator for personal development and is therefore highly recommended.

– Stella Dandanopoulou
Manager at a Global Retail Company
 

 
I can confirm that the business coaching training with 7 modules spread over a period of 8 months at Steinheim near Stuttgart was one of those very significant experiences I would never like to miss. As an international HRD business partner working with diversified managers, colleagues and peers from different cultural background around the globe, it was such a positive learning effect of how best to integrate practical business coaching approach in an intercultural setting. Giving that the digitalization as well as the on-going business developments keep on progressing; organisations and companies are determined to continue to work more closely and effectively together across borders and cultures. At the background of this, companies continue to grow and the powerhouse of growth and development is managing people and making them productive and effective in their roles as leaders and employees. In this regard, I have learnt to appreciate through this business coaching training that a wide variety of practical tools made available as ready-to-use methods really does contribute to the development of international managers and employees in their roles and actions. The various methods and tools used during the coaching sessions to facilitate the reflection of behaviour and actions, aim at triggering and driving problem-solving and from various perspectives. The various topics and the trainers of the coaching training sessions contributed vastly towards a holistic understanding of the actual process of “business coaching” with focus on understanding how individuals behave and interact from a systemic perspective. The approach of organisational development combined with the development of the individual in the process of change is that key issue that makes the coaching training so unique especially in an intercultural environment. During the practical implementation of the tools through “Live Coaching”, I could really grasp the essence and benefit of the training. One did not only have the opportunity to implement “Live Coachings” yourself, but could also observe others go through the process. The group-work outside the actual coaching trainings was very helpful. In these “Peer-Groups”, one had the chance to reflect your understanding of the tools as well as find out your own personal style as a prospective internal business coach. Thomas and his team of trainers have made all efforts to really give the business coaching sessions a good quality that is mainly oriented towards business challenges and continuous change processes in daily business settings.

– Dr. Lucy Tengbeh
Human Resource Development Manager
 

 
One of the best trainings I ever attended! Seeing that the demand on business coaching increased significantly in my role as Organisational Effectiveness (in-house) consultant I decided to join the 2016/2017 class in Düsseldorf. Besides the wealth of tools the most important and valuable point was the number and quality of practice coaching sessions that made every hour more than worthwhile. Observing others while coaching and being observed/getting immediate feedback helped tone individual approaches and develop unique coaching styles. At the same time we had the opportunity to observe and work with different trainers - all experienced coaches - which opened the view to what coaching can be. And, certainly, we learned a lot about ourselves. Thomas and his team are doing an excellent job in teaching how to do business coaching - highly recommended!

– Dr. Jutta Jessenberger
Consultant Organisational Effectiveness & Lean, Shell Germany Oil, Cologne  

 
Claudio KantnerThe Business coach qualification is built up of a well-chosen mix of scientific based theory and real hands-on coaching experience. Multiple trainers lead the different courses and provide a holistic view on different coaching approaches and styles. In-between the seminars, the participants are encouraged to further consolidate the contents by reading recommended papers and books and get more coaching experience by practising within the team. Becoming a business coach at the INA was a great opportunity for me to further develop my skill set on how to lead and coach people and teams. During that year, I expanded my network, got in touch with others leaders and reached a new level of self-awareness and self-reflection. Overall, the class provides a kick start for anyone who wants to become a coach, further develop their skill set and get out of their comfort zone. You will leave class equipped with a new mind set, a valuable tool kit useful as coach, leader in your business, but also in your private life and finally with a network, that will last as long as you want.

– Claudio Kantner
Lean Manager, General Electric Germany

 

Contact Us

Dr. Thomas Koditek is head of the Organization and Management Institute in the Internationale Akademie Berlin gGmbH (INA) Academy, established at the FU Free University Berlin. He is Vice-President of the CCW International Academy for Social Sciences, Organization and Management – World Citizen Campus Berlin gGmbH. Since 1990 he has been University lecturer and professor at various universities in Germany and abroad: University of Fribourg, Switzerland, Leipzig University, FU Free University Berlin, International, Psychoanalytic University Berlin (lecturing assignment), University of Paris VI St. Denis (lecturing assignment)

Since 2002 he has been Responsible for the concept/design and implementation of the coaching training/education study courses in 7 or optionally 10 modules in Berlin, Bolzano, Vienna and Tübingen. He is head of the accredited MA Coaching, Leadership and Change Management study course and Certified Teaching Coach at the European Coaching Association (ECA), as well as Management Executive Coach (ECA).

The experience Dr. Thomas Koditek has gained working with DAX-listed companies and mid-sized enterprises forms the basis for his teaching and lecturing activities in coaching training/education and in the Master study courses. The concepts and designs of these courses are being consistently developed and advanced, and aligned to good leadership criteria relevant in practice.

E-Mail: info@iom-coaching.de

Phone: +49 30 12 08 82 32
 

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 Master Course (MA)  Coaching, Leadership & Change Management
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