Coaching & Systemic Consulting

Master

The participants:
• understand coaching and systemic consulting as professional, scientifically grounded forms of intervention and situate them within the context of evidence-based coaching and consulting approaches.
• analyze complex individual and organizational problems from a systemic perspective, taking into account the interactions between individuals, teams, and organizations.
• conduct structured and goal-oriented coaching conversations and design the coaching process along clear phases (contracting, goal definition, intervention, evaluation).
• apply key communication and intervention techniques appropriately to the situation and select them in a theory-informed and reflective manner.
• build effective consulting relationships based on empathy and a professional attitude.
• critically reflect on their own role as a coach and develop a professional self-concept.
• deal constructively with resistance, emotions, and conflicts, and use them as starting points for development and change processes.
• develop evidence-based solutions for coaching and consulting contexts.
• consider ethical issues, professional standards, and responsibilities in coaching and consulting contexts.

None

• Foundations of Coaching and Systemic Consulting (key concepts; distinction from therapy; understanding of roles)
• Systemic thinking (system concepts; circularity; interactions; resource- and solution-oriented approaches; constructivism; and organizational systems perspectives)
• Coaching communication skills (active listening; questioning techniques; paraphrasing; structuring conversations; the linguistic construction of reality within the coaching process)
• Relationship Building in the Consulting Process (empathy; appreciation; trust; working alliance)
• Phases of the coaching process (contracting; goal definition; problem analysis; intervention; transfer and closure; process management and flexible adaptation to dynamic coaching trajectories)
• Goal and Solution Work (goal clarification; scaling questions; resource activation; development of action options)
• Intervention Techniques (circular questions; hypothetical questions; reframing; perspective shifts)
• Feedback and confrontation (constructive, appreciative feedback; dealing with resistance; fostering self-reflection; constructive handling of ambivalence and change dynamics)
• Dealing with Emotions and Conflict in Coaching (conflict clarification; ambivalence; challenging conversation situations)
• Self-Reflection of the Consultant Role (mindset; values; biases; professional boundaries)
• Ethical Foundations of Coaching and Consulting (responsibility; transparency; role clarity)
• Coaching in Organizational Contexts (executive coaching; team coaching; change facilitation)
• Effectiveness and Evaluation of Coaching (evidence-based practice; quality assurance; impact measurement)
• Transfer to Practice (case work; simulations; reflection on real coaching processes)
• Digital and hybrid coaching formats (online coaching; virtual communication; opportunities and limitations of digital consulting)
• Diversity and cultural sensitivity in coaching (intercultural aspects; different value systems and norms)

• Erpenbeck, M. (2018). Wirksam werden im Kontakt: Die systemische Haltung im Coaching. Heidelberg: Carl Auer.
• Grant, A. M. (2012). An integrated model of goal-focused coaching: An evidence-based framework for teaching and practice. International Coaching Psychology Review, 7(2), 146–165.
• Grolimund, F. (2017). Psychologische Beratung und Coaching: Lehr- und Praxisbuch für Einsteiger. Bern: Hogrefe.
• Lindemann, H. (2023). Einführung in die systematisch-lösungsorientierte Gesprächsführung und Beratung. Göttingern: Vandenhoeck & Ruprecht.
• Quirin, M., Jonas, E., & Graßmann, C. (2026) (Hrsg.). Coachingpsychologie: Grundlagen, Methoden und Anwendungsgebiete. Wiesbaden: Springer.
• von Schlippe, A., & Schweitzer, J. (2026). Lehrbuch der systemischen Therapie und Beratung I: Das Grundlagenwissen. Göttingern: Vandenhoek & Ruprecht.

Homework
Presentation

German

6

The course is based on an e-learning concept that incorporates a didactically aligned combination of online and in-person phases. During the online phases, an inductive learning approach is applied, fostering the independent acquisition of knowledge and the completion of tasks. The in-person phases follow a deductive approach, in which learning processes are guided and deepened, and content is systematically delivered through lectures as well as practical examples.

3