1. Coach Coachee Coach Coachee Coach Communication contributions The communication process in coaching

2. Coach Coachee Coach Coachee Coach The communication process in coaching Micro-Analysis Meso-Analysis Macro-Analysis Communication contributions

3. illocutionary component propositional component The linguistic structure of communication Micro-Analysis Communication contributions

4. The linguistic structure of the illocutionary component of coaching communication illocutionary component of coaching communication frame setting communication activities problem solving communication activities

5. The linguistic structure of the frame setting commuication acitivies in coaching communication illocutionary component of coaching communication frame setting communication activities Relation shaping activities Delivering case specific information Delivering general information Discussing a contribution Mirroring Giving feedback Ask questions Encourage to do something Producing self disclosure

6. The four aspects of communication (Schulz von Thun) Relation shaping activities Delivering case specific information Delivering general information Discussing a contribution Mirroring Giving feedback Ask questions Encourage to do something Producing self disclosure content self disclosure relation shaping appeal

7. Relation shaping activities Delivering case specific information Delivering general information Discussing a contribution Mirroring Giving feedback Ask questions Encourage to do something Producing self disclosure Th frame setting activities – the coach‘s side of communication

8. Relation shaping activities Delivering case specific information Delivering general information Discussing a contribution Mirroring Giving feedback Ask questions Encourage to do something Producing self disclosure Th frame setting activities – the coachee‘s side of communication

9. The linguistic structure of the illocutionary component of coaching communication illocutionary component of coaching communication frame setting communication activities problem solving communication activities

10. The logical structure of problem solving activites - I motivation focussing relevant information analysing information evaluating the analysed information drawing consequences for action

11. The logical structure of problem solving activities - II motivation focussing relevant information analysing information evaluating the analysed information drawing consequences for action Instructional approach Facilitating approach

12. presenting the own problem solving motivation focussing relevant information cognitively focussing relevant information more precisely focussing relevant information emotionaly making differences reflecting processes reflecting causalities reflecting sense and meaning evaluation activities without using a scale evaluation activities with using a scale presenting consequences drawn from reflection The linguistic structure of problem solving activities in coaching – the instructional approach

13. Giving an impuls to improve the problem solving motivation giving an impuls to focus relevant information cognitively giving an impuls to focus relevant information more precisely giving an impuls to focus relevant information emotionaly giving an impuls to make differences giving an imuls to reflect processes giving an impuls to reflect causalities giving an impuls to reflect sense and meaning giving an imuls to evaluate activities without using a scale Giving an impuls to evaluate activities with using a scale Giving an impuls to draw consequences from reflection The linguistic structure of problem solving activities in coaching – the facilitating approach

14. Giving an impuls to improve the problem solving motivation giving an impuls to focus relevant information cognitively giving an impuls to focus relevant information more precisely giving an impuls to focus relevant information emotionaly giving an impuls to make differences giving an imuls to reflect processes giving an impuls to reflect causalities giving an impuls to reflect sense and meaning giving an imuls to evaluate activities without using a scale Giving an impuls to evaluate activities with using a scale Giving an impuls to draw consequences from reflection Combinations of frame setting and problem solving activities Relation shaping activities Delivering case specific information Delivering general information Discussing a contribution Mirroring Giving feedback Ask questions Encourage to do something Producing self disclosure

15. presenting the own problem solving motivation focussing relevant information cognitively focussing relevant information more precisely focussing relevant information emotionaly making differences reflecting processes reflecting causalities reflecting sense and meaning evaluation activities without using a scale evaluation activities with using a scale presenting consequences drawn from reflection Relation shaping activities Delivering case specific information Delivering general information Discussing a contribution Mirroring Giving feedback Ask questions Encourage to do something Producing self disclosure Combinations of frame setting and problem solving activities

16. giving an impuls to improve the problem solving motivation giving an impuls to focus relevant information cognitively giving an impuls to focus relevant information more precisely giving an impuls to focus relevant information emotionaly giving an impuls to make differences giving an imuls to reflect processes giving an impuls to reflect causalities giving an impuls to reflect sense and meaning giving an imuls to evaluate activities without using a scale giving an impuls to evaluate activities with using a scale giving an impuls to draw consequences from reflection Ask questions Combinations of frame setting and problem solving activities – the coach‘s side of communication

17. giving an impuls to improve the problem solving motivation giving an impuls to focus relevant information cognitively giving an impuls to focus relevant information more precisely giving an impuls to focus relevant information emotionaly giving an impuls to make differences giving an imuls to reflect processes giving an impuls to reflect causalities giving an impuls to reflect sense and meaning giving an imuls to evaluate activities without using a scale giving an impuls to evaluate activities with using a scale giving an impuls to draw consequences from reflection Mirroring Combinations of frame setting and problem solving activities – the coach‘s side of communication

18. presenting the own problem solving motivation focussing relevant information cognitively focussing relevant information more precisely focussing relevant information emotionaly making differences reflecting processes reflecting causalities reflecting sense and meaning evaluation activities without using a scale evaluation activities with using a scale presenting consequences drawn from reflection Producing self disclosure Combinations of frame setting and problem solving activities – the coachee‘s side of communication

19. presenting the own problem solving motivation focussing relevant information cognitively focussing relevant information more precisely focussing relevant information emotionaly making differences reflecting processes reflecting causalities reflecting sense and meaning evaluation activities without using a scale evaluation activities with using a scale presenting consequences drawn from reflection Combinations of frame setting and problem solving activities – the coachee‘s side of communication Delivering case specific information

20. illocutionary component propositional component The linguistic structure of communication Micro-Analysis Communication contributions

21. The linguistic structure of the propositional component of coaching communication propositional component of coaching communication Content of communication Reference actor Reference actor‘s action aspect Reference actor‘s context Position in time the speaker refers to Mode of reality the speaker refers to Temporal point of view Content evaluation Social point of view

22. The linguistic structure of the propositional component of coaching communication – the actor the speaker refers to Content of communication Reference actor Reference actor‘s action aspect Rererence actor‘s context Speaker Communication partner Speaker and his/her partner Third party people Speaker together with third party people Partner together with third party people Actor can‘t be realised precisely

23. Content of communication Reference actor Reference actor‘s action aspect Rererence actor‘s context Speaker Communication partner Speaker and his/her partner Third party people Speaker together with third party people Partner together with third party people Actor can‘t be realised precisely Who is the actor the speaker refers to? – The coach‘s side of communication

24. Content of communication Reference actor Reference actor‘s action aspect Rererence actor‘s context Speaker Communication partner Speaker and his/her partner Third party people Speaker together with third party people Partner together with third party people Actor can‘t be realised precisely Who is the actor the speaker refers to? – The coachee‘s side of communication

25. Content of communication Reference actor Reference actor‘s action aspect Rererence actor‘s context Unspecified situation Reference actor‘s intention Reference actor‘s outer context Reference actor‘s inner context Reference actor‘s action/decision Consequence of (no) action What is the action aspect the speaker refers to?

26. Content of communication Reference actor Reference actor‘s action aspect Rererence actor‘s context Unspecified situation Reference actor‘s intention Reference actor‘s outer context Reference actor‘s inner context Reference actor‘s action/decision Consequence of (no) action What is the action aspect the speaker refers to? – The coach‘s side of communication

27. Content of communication Reference actor Reference actor‘s action aspect Rererence actor‘s context Unspecified situation Reference actor‘s intention Reference actor‘s outer context Reference actor‘s inner context Reference actor‘s action/decision Consequence of (no) action What is the action aspect the speaker refers to? – The coachee‘s side of communication

28. Content of communication Reference actor Reference actor‘s action aspect Reference actor‘s context Interaction between speaker and his/her partner Interaction between speaker and third party people What is the context the speaker refers to? Interaction between partner and third party people Interaction between third party people Context is unclear

29. Content of communication Reference actor Reference actor‘s action aspect Reference actor‘s context Interaction between speaker and his/her partner Interaction between speaker and third party people What is the context the speaker refers to? – The coach‘s side of communication Interaction between partner and third party people Interaction between third party people Context is unclear

30. Content of communication Reference actor Reference actor‘s action aspect Reference actor‘s context Interaction between speaker and his/her partner Interaction between speaker and third party people What is the context the speaker refers to? – The coachee‘s side of communication Interaction between partner and third party people Interaction between third party people Context is unclear

31. The linguistic structure of the propositional component of coaching communication propositional component of coaching communication Content of communication Reference actor Reference actor‘s action aspect Reference actor‘s context Position in time the speaker refers to Mode of reality the speaker refers to Temporal point of view Social point of view Content evaluation

32. What is the time the speaker refers to? Position in time the speaker refers to Presence Past Future Past an presence Presence and future Past, presence and future

33. The linguistic structure of the propositional component of coaching communication propositional component of coaching communication Content of communication Reference actor Reference actor‘s action aspect Reference actor‘s context Content – position in time Mode of reality the speaker refers to Content evaluation Temporal point of view Social point of view

34. What is the mode of reality the speaker refers to? Mode of reality the speaker refers to Facts Contingencies

35. What is the mode of reality the speaker refers to? – The coach‘s side of communication Mode of reality the speaker refers to Facts Contingencies

36. What is the mode of reality the speaker refers to? – The coachee‘s side of communication Facts Contingencies Mode of reality the speaker refers to

37. The linguistic structure of the propositional component of coaching communication propositional component of coaching communication Content of communication Reference actor Reference actor‘s action aspect Reference actor‘s context Position in time the speaker refers to Mode of reality the speaker refers to Temporal point of view Content evaluation Social point of view

38. What is the temporal point of view? Presence Past Future Temporal point of view

39. What is the temporal point of view? – The coach‘s side of communication Presence Past Future Temporal point of view

40. Presence Past Future What is the temporal point of view? – The coachee‘s side of communication

41. The linguistic structure of the propositional component of coaching communication propositional component of coaching communication Content of communication Reference actor Reference actor‘s action aspect Reference actor‘s context Position in time the speaker refers to Mode of reality the speaker refers to Social point of view Content evaluation Temporal point of view

42. Which social position does the speaker take? Social point of view Speakers position His/her partners position Position of third party people Position of an expert community

43. Which social position does the speaker take? – The coach‘s side of communication Speakers position His/her partners position Position of third party people Position of an expert community Social point of view

44. Which social position does the speaker take? – The coachee‘s side of communication Speakers position His/her partners position Position of third party people Position of an expert community Social point of view

45. The linguistic structure of the propositional component of coaching communication propositional component of coaching communication Content of communication Reference actor Reference actor‘s action aspect Reference actor‘s context Position in time the speaker refers to Mode of reality the speaker refers to Content evaluation Temporal point of view Social point of view

46. How is the content beeing evaluated? Content evaluation Indifferent Positive Negative

47. How is the content beeing evaluated? – The coach‘s side of communication Content evaluation Indifferent Positive Negative

48. How is the content beeing evaluated? – The coachee‘s side of communication Content evaluation Indifferent Positive Negative

49. Media support No media support Producing traditionaly written material Using traditionaly written material Producing traditionaly non written material Using traditionaly non written material Producing written material in modern media Using written material in modern media Producing non written material in modern media Using non written material in modern media

50. Media support Content – Temporal point of view Content – Social point of view Content evaluation Frame setting activities Content – Mode of reality Problem solving activities Content – Position in time Content - actor - action aspect - contect Micro-Categories for analysing coaching processes - Summary

51. Coach Coachee Coach Coachee Coach The communication process in coaching Meso-Analysis Communication contributions

52. Meso-Categories for analysing coaching processes Goal reflection Context reflection Action reflection Reflecting possible conditions and action consequences Fostering relations and metacommunication Using media Using practical exercises

53. Meso-Categories for analysing coaching processes – Goal reflection Coach gives coachee an impuls to reflect and evaluate (indifferent, positiv or negative) his/her own (past/present/future, de facto/possible) intentions from different social and temporal points of view – with support of media or not Coach reflects and evaluates the coachee‘s (past/present/future, de facto/possible) intentions from different social and temporal points of view – with support of media or not Coachee reflects and evaluates his/her own (past/present/future, de facto) intentions from different social and temporal points of view – with support of media or not

54. Meso-Categories for analysing coaching processes – Context reflection Coach gives coachee an impuls to reflect and evaluate (indifferent, positiv or negative) his/her (past/present/future) de facto conditions for action from different social and temporal points of view – with support of media or not Coach reflects and evaluates the coachee‘s (past/present/future) de facto conditions for action from different social and temporal points of view – with support of media or not Coachee reflects and evaluates his/her own (past/present/future) de facto conditions for action from different social and temporal points of view – with support of media or not

55. Meso-Categories for analysing coaching processes – Action reflection Coach gives coachee an impuls to reflect and evaluate (indifferent, positiv or negative) his/her (past/present/future, de facto/possible) actions from different social and temporal points of view – with support of media or not Coach reflects and evaluates the coachee‘s (past/present/future, de facto/possible) actions from different social and temporal points of view – with support of media or not Coachee reflects and evaluates his/her own (past/present/future, de facto/possible) actions from different social and temporal points of view – with support of media or not

56. Meso-Categories for analysing coaching processes – Reflection of possible conditions and action consequences Coach gives coachee an impuls to reflect and evaluate (indifferent, positiv or negative) his/her (past/present/future) possible conditions and action consequences from different social and temporal points of view – with support of media or not Coach reflects and evaluates the coachee‘s (past/present/future) possible conditions and action consequences from different social and temporal points of view – with support of media or not Coachee reflects and evaluates his/her own (past/present/future) possible conditions and action consequences from different social and temporal points of view – with support of media or not

57. Meso-Categories for analysing coaching processes – Small Talk and Metacommunication Coach gives coachee an impuls to reflect and evaluate (indifferent, positiv or negative) his/her (past/present/future, de facto/possible) communication with the coach from different social and temporal points of view – with support of media or not. Or coach fosters the relation by doing small talk. Coach reflects and evaluates the his/her (past/present/future, de facto/possible) communication with the coachee from different social and temporal points of view – with support of media or not Coachee reflects and evaluates his/her (past/present/future, de facto/possible) communication with the coach from different social and temporal points of view – with support of media or not Coach fosters his/her relation to the coachee by doing small talk. Coachee fosters his/her relation to the coach by doing small talk.

58. Macro-Categories for analysing coaching processes Directivity Self reflection Context reflection Producing insights Non- Directivity Bringing insights into practice

59. Macro-Categories for analysing coaching processes Directivity Self reflection Context reflection Producing insights Non- Directivity Bringing insights into practice

60. Macro-Categories for analysing coaching processes Non- Directivity Directivity Amount of facilitating coach acktivities Amount of instructional coach acktivities

61. Macro-Categories for analysing coaching processes Self reflection Context reflection Amount of activities the coach and the coachee refer to the coachee‘s inner context Amount of activities the coach and the coachee refer to the coachee‘s outer context

62. Macro-Categories for analysing coaching processes Producing insights Bringing insights into practice Amount of activities the coach and the coachee refer to the coachee‘s actions for improving his/her situation Amount of coach and coachee activities to help the coachee to understand himself and his situation better

63. Macro-Categories for analysing coaching processes Directivity Self reflection Context reflection Producing insights Non- Directivity Bringing insights into practice