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WITHOUT RESEARCH NO DEVELOPMENT AND NO PROFESSIONALISATION! are more and more conceived as ‘a scientifically based, practice oriented and ethically linked concept of individual and organisational consulting activities within the working world”. In later years, this definition has begun to have a specific impact on the contracting phase of supervision processes as well as on coaching. Integration of organisational matters like ‘core business and core competences of the organisation’, ‘mission/mandate/charge of the organisation” and “the assignment (and concurrent job description) of the supervisee/coachee” have to be clearly mentioned. ‘Triangulation’, i.e. clarification of the needs and wishes of the supervisee/coachee to be managed by the supervisor/coach, has now become ‘state of the art’. Consequently, supervisors and coaches additionally need specific socioscientific knowledge. This includes: s Basic knowledge about organisations, such as types and concepts, organisational dynamics and development phases, and changing processes; s A specific mode of knowledge application to analyse formal phenomena and interior structures within organisations; + Diagnostic models of the relationship between environment and organisation as well as action models of conflict management, to enhance the efficiency of decision making processes, to avoid wasting human resources, to develop creativity and to increase commitment. And not to forget: minimal knowledge of the development of a ‘learning organisation’ is an important requirement as well. + Basic knowledge of the (political) idea, history, definitions, concepts and perceptions of both the phenomenon as well as the term “work” (“Arbeit”, “Labour”). These necessities lead us to the conclusion that integration of different areas of knowledge should be a main aim of supervision and coaching in our days, which needs active and mutually reciprocal networking between different approaches of knowledge, with the intention to facilitate mutual clarification and to deal with complex interpretations of the contingent phenomoma practitioners encounter in practice, as well as to correct one-sidedness and dogmatism 2 See Jorg Fellermann - Annette Lentze - Manfred Leppers (eds.), Supervision, Ein Beitrag zur Qualifizierung beruflicher Arbeit, Köln, Deutsche Gesellschaft für Supervision e.V., 2012, 8. .35 +
