Municipal state educational institution Podovinnovskaya secondary school
DISTRICT METHODOLOGICAL EXHIBITION “IMPLEMENTATION OF THE FSES OF GENERAL EDUCATION: ACHIEVEMENT OF NEW EDUCATIONAL RESULTS”
COACHING IN EDUCATION AS IMPLEMENTATION OF THE REQUIREMENTS OF THE FSES OO
NOMINATION: “EDUCATIONAL PROFESSIONALISM AS A CONDITION FOR REACHING NEW EDUCATIONAL RESULTS”
PERFORMED:
mathematic teacher
MKOU Podovinnovskaya Secondary School
Glazyrina S.N.
With. Podovinnoye, 2015
Abstract…………………………………………………………………….. 4
Explanatory note……………………………………………………………… 5
Chapter I: Implementation of an individual-oriented approach in accordance with the Federal State Educational Standard through coaching technologies……….8
- Principles of coaching and their practical implementation in interaction
with students. …………………………………………………………… 19
1.2. Selection of optimal development methods depending on the level of students’ competence……………………………………………………… 20
1.3 Trusting relationships as the basis for developmental interaction..………………………………………………….……………………………..21
1.4 Strong open-ended questions that stimulate development……………….21
1.5 Structure of the coaching session. 4 planning questions..……………………….22
1.6 Goal setting in the lesson in accordance with the Federal State Educational Standard……………………..… 23
2.1 Balance wheel. Application in individual and group work... ..26
2.2 Scaling as a tool for self-assessment and development…………………..
2.3 Questions that expand the framework of habitual thinking………………….
2.4 Time line as a planning tool……………………………
2.5 Creating a supportive environment to achieve goals………………
3.1 Development of an individual student development trajectory in an individual session
3.2 Designing an educational event in the format of a team coaching session
3.3 Designing lessons using a coaching approach
Conclusion………………………………………………………………………………… 25
Bibliography……………………………………………………. 26
Applications……………………………………………………….. 27
annotation
The main goal of Russian education, determined by the Federal State Educational Standard, is education, social and pedagogical support for the formation and development of a highly moral, responsible, creative, proactive, competent citizen of Russia .
In school education, the need for new forms of development and education of children that meet the needs of the time and its tasks is becoming more and more clearly visible. The development of practical technologies for the implementation of person-centered education in teaching and educational work, as well as the system of training teachers for the new approach, is still in its infancy. The goal of student-centered learning is officially stated in the second generation education standards.The concept of coaching is maximally consistent with the conceptual foundations of modern education, as outlined in regulations and the Federal State Educational Standard, which meanscorresponds to the concept of student-centered learning, and coaching skills are organically integrated into the competency profile of a modern teacher.
A teacher who uses a coaching approach in his activities and relies on the basic principles of coaching will be able to most effectively achieve the goals and objectives stated in the Federal State Educational Standard for General Education.
Innovative models in education are what receive maximum attention today, due to the fact that these models are developed and implemented in school practice in accordance with the goals and objectives set out in the Federal State Educational Standard.
However, what is the innovation? And the fact is that the whole process is built on the basis of person-centered and personalized learning technologies.
In this case, one of the definitions of coaching is suitable here - it is the disclosure of a person’s potential in order to maximize his effectiveness. Namely, Coaching does not teach, but helps to learn.
Therefore, the main task of coaching in education, in my opinion, is to help a child understand himself, evaluate his needs, understand his problems, mobilize all his internal and external resources, both to solve the current situation and for his future self-development.
Explanatory note
In a rapidly changing educational environment, the requirement to ensure the functioning and development of the modern Russian education system is becoming increasingly urgent.
A necessary condition for the formation of an innovative economy is the modernization of the education system, which is the basis for dynamic economic growth and social development of society, a factor in the well-being of citizens and the security of the country. It is expected to carry out a transition from the system of mass education characteristic of an industrial economy to the continuous individualized education necessary for the creation of an innovative socially oriented economy for all, the development of education inextricably linked with global fundamental science, focused on the formation of a creative socially responsible personality .
The priority national project “Education” is designed to accelerate the modernization of Russian education, the results of which will be the achievement of modern quality of education that is adequate to the changing demands of society and socio-economic conditions. The national project contains two main mechanisms for stimulating the necessary systemic changes in education: firstly, the identification and priority support of leaders - “growth points” of a new quality of education, and secondly, the introduction into mass practice of elements of new management mechanisms and approaches .
One of the most effective, practice-tested, innovative management mechanisms and approaches is coaching. Currently, there are several different definitions of coaching, each of which reflects its specific facet.. Coaching is a special form of counseling and individual support for people, with the goal of personal and professional growth . Coaching is a technology for unlocking an individual’s potential in order to maximize its effectiveness. Coaching is not only a technique that is used in certain circumstances, effective coaching is a method of management, a method of interacting with people, a way of thinking. Coaching does not teach, but helps to learn (Timothy Gallwey). Coaching is the art of facilitating the performance, learning and development of another person. It does not rely on the knowledge, experience, wisdom or foresight of the coach, but on the person’s ability to learn for himself and act creatively (M. Downey).
According to these definitions, coaching can be considered both as a science and as an art (in creating trusting relationships), and as a process, and as a technology, and as a method, and as a new type of thinking.
Coaching is a space free from advice, assessments, instructions, condemnation, and expert opinion. A coach, through effective open questions, encourages a person to turn to his deep knowledge and internal resources, helps him find answers within himself, thus updating his subject position. Coaching methods and technologies allow you to clearly see the goal (formulated in a positive way, located in the control zone, environmentally friendly, in the SMART format), and design an individual route to achieve it, maximally inspiring and revealing a person’s potential. Contact with human values and the creation of a vision allow you to achieve the highest results, promote personal growth, increase the level of awareness, responsibility for decisions made, confidence, a new outlook on life and much more.
When we talk about coaching in school education, we mean a “coaching approach” and a lesson in a “coaching format”.
So, for example, the requirements for the results of mastering the main educational program, included in the Federal State Educational Standard as one of three systems of requirements (including requirements for the structure of the main educational program and requirements for the conditions of implementation), consist not only of subject (fundamentals of the scientific knowledge system ), but also personal and meta-subject. Personal ones include self-determination (the student’s internal position, self-identification, self-respect and self-esteem), meaning formation (motivation, boundaries of one’s own knowledge and ignorance), value and moral and ethical orientation; to meta-subject - regulatory (management of one’s activities, control and correction, initiative and independence), communicative, cognitive . Consequently, in addition to the “knowledge” one, a personal-activity educational paradigm is also being formed. It is quite obvious that the position of the teacher is changing, who not only transfers knowledge and accumulated experience, but also contributes to the achievement of the student’s goals. To do this, it is important for the teacher to create a special creative educational space that will help discover the student’s talents, activate his resources and direct them in the right direction. Interaction with students through the use of effective open-ended questions, various coaching tools and technologies in the teacher’s work, such as “time line”, “scaling”, the “life balance wheel” technique, creating a vision of the future, etc., most systematically and meaningfully contributes to the achievement of results personal and meta-subject requirements.
The basis of the Federal State Educational Standard is a system-activity approach, which ensures the formation of readiness for self-development and lifelong education, the design and construction of the social environment for the development of students in the education system, the active educational and cognitive activity of students, the construction of the educational process taking into account the individual age, psychological and physiological characteristics of students .
A teacher-coach, using coaching tools, accompanies his students on the path of becoming independent, sociable, willing to learn and develop, purposeful, self-sufficient individuals. The coaching approach will help develop students’ responsibility, awareness, independence in decision-making, and will increase their motivation and personal interest in the learning process and in preparing for the State Exam and the Unified State Exam. Coaching develops in students a new type of thinking based on self-confidence and the future, on positivity and on the desire to interact with others, respecting the interests of the parties.
Thus, the main objectives of modern education are not only the transfer of knowledge to students, but also the formation in them of the skills and desires to learn throughout their lives, to work in a team, and the ability to self-change and self-realization. All of the above government conceptual and program documents and regulations provide a fairly complete answer to the question: “WHAT needs to be achieved? What competencies should a teacher have?”, but these documents do not contain a description of “HOW a teacher can implement this into the modern education system?”
In my opinion, modern technology - coaching - will most accurately answer this question. Coaching is not a new method that competes with teaching. Coaching is a tool that will allow teachers to interact more effectively with students and contributes to the introduction of new generation standards.
Goal of the work : generalization of the work system for introducing coaching technology in education.
To achieve the goal and solve the problem, the following are highlighted: tasks:
- Conduct an analysis of the theoretical state and practical experience on coaching technology issues.
- To implement coaching technology in the educational and educational process.
- Conduct an experimental study aimed at testing the influence of coaching techniques on the development of competence of students in grades 5-11.
Object of studystands for the process of training and education in grades 5-11 of a general education school within the framework of a coaching approach.
Subject of study: coaching technology as an implementation of the requirements of the Federal State Educational Standard for Education.
Chapter I: Implementation of an individual-oriented approach in accordance with the Federal State Educational Standard through coaching technologies
There is one quality you need to have to win,
and this is certainty of purpose, knowledge of what a person wants,
and a burning desire to achieve it.
Napoleon Hill
The coaching approach is most consistent with the concept of modern education as an effective, practice-tested system of developmental interaction, and coaching skills are organically integrated into the competency profile of a modern teacher.
Pedagogical coaching is a special system that helps, using the knowledge and experience of the student himself, to solve his specific problems, tasks and goals; this technology helps, using one’s own potential, to increase the productivity and efficiency of learning, and increase self-esteem. Pedagogical coaching is a goal-oriented process that can be carried out either in the form of individual sessions or as part of organizational consulting.
Pedagogical coaching is designed to:
1. Increase the effectiveness of teaching activities.
2. Psychologically competently accompany students along their life and educational path.
3. Set realistic and relevant goals for yourself and your students.
4. Determine life goals for the short and long term.
5. Develop personal time management skills.
6. Improve relationships in the family and with other people.
7. Overcome stress.
8. Increase self-confidence.
9.Effectively and quickly overcome unfavorable life circumstances.
In the National Educational Initiative “Our New School”, the New School is defined as an institution that meets the goals of advanced development. The school will provide study not only of the achievements of the past, but also of technologies that will be useful in the future. Children will be involved in research projects and creative activities to learn to invent, understand and master new things, express their own thoughts, make decisions and help each other, formulate interests and recognize opportunities.
“New School” means new teachers who are open to everything new, who understand child psychology and the developmental characteristics of schoolchildren, and who know their subject well. The teacher’s task is to help them find themselves in the future, to become independent, creative and self-confident people. Sensitive, attentive and receptive to the interests of schoolchildren, open to everything new, teachers are a key feature of the school of the future .
Democratic transformations in modern society lead to a reassessment of values and increased requirements for the quality of education. We believe that a modern teacher should learn to value in a student not so much the ability to read, count and solve problems, but rather a positive attitude towards oneself, self-confidence, openness to the outside world, independence, initiative, curiosity, as well as developed imagination, arbitrariness, communication skills, self-esteem, and all this is fully absorbed by the coaching methodology.
Personal qualities of a teacher, reflecting his subjective status position in the educational process |
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Mentor (manager), through authority, instruction, instructions and systematic control, directs activities to solve immediate pedagogical problems | Tutor (organizer, adviser), organizing activities to solve educational and life problems in specific situations and suggesting ways to solve them | Coach (partner), updating through open questions addressed to internal resources, subjective activity in achieving success and accompanying in long-term individual and personal development |
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Carrying out an individual approach, taking into account the individual characteristics of students (level of training, learning ability and education), ensures the successful acquisition of basic knowledge, skills and abilities | By diagnosing the educational and personal characteristics of students and their cognitive and creative potential, guiding advice ensures the successful solution of specific problems in the zone of proximal development of students | By stimulating students' reflection on their educational and life needs, goals, their potential capabilities and individual characteristics, it creates conditions for independent successful, competence-based activities, for designing an individual educational route, for individual personal self-development |
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Attitudes towards student learning and development |
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A child needs to be taught everything, since he cannot learn anything on his own. It can only be taught in the zone of its current state. The level of its development is genetically predetermined | A student is able to master knowledge and skills himself if learning is carried out under the guidance of a teacher (adult) ahead of his current state, but in the zone of proximal development, and the content of learning is ways to solve cognitive tasks and problems | Change and development are not only possible, but also inevitable. For this, everyone has all the necessary resources. See only the good in the student and treat him as a full-fledged, smart, strong, capable, skillful and talented person. Each student makes the best choice for himself in a given situation. The basis of any student’s action is a positive intention. |
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Preferred teaching methods and technologies |
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Instruction and directions. Explanatory and illustrative presentation. Reproductive exercises. Algorithmic instructions. Quality control of learning skills and normative behavior | Problem method. Problem presentation. Problem-based and problem-based research learning. Simulation-game training. Educational discussion. Project method. Brainstorm. Critical Thinking Method | Coaching technologies. Conversation through open and “strong” questions. A ladder of questions by logical levels and a ladder (pyramid, spiral) of achievements. Voice tones. Deep listening method. Individual and group coaching sessions. Partnership cooperation. Wheel of life balance. Scaling. Time lines. Gantt planning method. W. Disney's creative strategy. Brainstorming WORLD CAFE |
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Coaching at school is the ability of a teacher, creating awareness and responsibility in a student, to promote his movement towards solving personal and professional problems.
The basis of interaction is respect and acceptance by the student, and the main tool is open, stimulating questions that do not contain criticism, evaluation or advice.
These features of coaching technology allow it to be successfully introduced into the educational process. The foundation of coaching at school is the following basic principles:
- the student is initially a creative, holistic person and has the appropriate resources;
- the formulation of the problem comes from the student himself;
- the teacher-coach-student relationship is a purposeful union.
- In recent years, in school education the need for new, non-directive forms of development and education of children has become increasingly visible.
- The ideas of student-centered learning have begun to actively develop in recent decades, and have already been officially declared in the second generation education standards. However, the development of practical technologies for implementing student-centered education in teaching and educational work, as well as the system of training teachers for the new approach, is still in its infancy.
That is why coaching as an effective, practice-tested system of developmental interaction attracted the attention of innovative teachers.Coaching at school is the ability of a teacher, creating awareness and responsibility in a student, to promote his movement towards solving personal and professional problems. The basis of interaction is respect and acceptance of the student, and the main tool is open questions that stimulate awareness, which do not contain criticism, evaluation or advice. These features of coaching technology make it possible to successfully implement it into the educational process.
The product of the joint work of the teacher, coach and student is activity and learning. These two forces coming together create change. Another driving force in the change process is learning. Learning is not just a by-product of activity - it is an equally powerful and complementary force that creates new resources, expands opportunities and gives strength for change.
The founder of humanistic pedagogy, K. Rogers, based on his own pedagogical experience, identified the conditions for person-centered (meaningful) teaching, thus laying the foundation for the ideas of the modern coaching approach in education:
Filling the learning content with students’ life problems, creating learning situations in which students could interact with problems that are important to them personally and issues that they would like to resolve;
The teacher's acceptance of the student as he is and understanding of his feelings. K. Rogers emphasizes the need for warm acceptance, an unconditional positive attitude of the teacher towards the student;
Non-directive, dialogical position of the teacher towards the sources and methods of obtaining knowledge;
The teacher's need to rely on the self-actualizing tendency of his students.
Why is attention to coaching in education today the most relevant and how does it relate to the real problems of the national school? The modern reform of domestic education involves three main directions in reforming the traditional system: content, organizational and procedural.
Organizational ones are related to the decision on the duration of training sessions, day, week; reducing the workload on students through the introduction of integrative courses and a choice of disciplines based on the student’s interests, etc.
Procedural ones are associated with the reorientation of the entire system towards the development of the individual. They affect the internal layers of pedagogical activity, changes in the teacher’s behavior style and ways of interacting with the student.
The first two directions are determined by regulatory documents and are practically outside the zone of influence of the main participant in the educational process - the teacher, while the third is completely dependent on him. But what technologies will allow the teacher to implement these procedural changes? What results are expected to be achieved as a result of their use?
The requirements for the preparation of students put forward by the Federal State Educational Standard are divided into three equal groups: personal, meta-subject and subject. The requirements of the last group, due to the developed tools for measuring the success of their study, are closer to the subject teacher and are actively discussed on the pages of methodological periodicals. And the demands of the first two groups are sometimes perceived not as a necessity, but as a tribute to “pedagogical fashion.” For many teachers, both the means and technologies for generating these results, and the instruments for measuring them, are little understood (especially since they are not at all needed for the Unified State Exam). All this leads to their simple declaration and, at best, perception at some intuitive level.
Meanwhile, the meta-subject results of mastering the main educational program presuppose the formation in students of “the ability to independently determine activity goals and make plansactivities; independently implement, control and adjustactivity; use all possible resources for achieving your goalsand implementation of activity plans; choose successful strategies in various situations; possession of the skills of cognitive reflection as awareness of the actions and thought processes being performed, their results and reasons, the boundaries of one’s knowledge and ignorance, new cognitive tasks and means of achieving them.”
For a teacher implementing the main educational program, the standard assumes the ability to “provide conditions for successful activities, positive motivation, and self-motivation of students.”
Coaching is the best tool for implementing these standard requirements.
Logic of coaching application
The main task of a coach is to maintain students’ self-confidence and to develop adequate self-esteem in them. Students' faith in their capabilities and the degree of their awareness contribute to high educational and cognitive motivation and the formation of responsibility for their studies.
Coaching can only be considered completed if the student comes tosincere awareness of the neededucational activities to achieve their personal goals. The coach's task is to help him come to this realization. As E. Parslow and M. Ray write, “you cannot teach anyone anything until the person himself wants it; You can lead a horse to water, but you can’t make him drink!”
It is very important that the student, working together with the coach, is able to determine his personal goals and come to an understanding of why he needs educational activities.
Determining the goals that a student will strive for is a very serious task. Many high school students find it difficult to see the connection between their future and today. Closer to graduation, each student already thinks about his values and what he wants to achieve in his life in accordance with them, but often he avoids in every possible way moving towards these goals, setting them and subordinating his life to them.
This lack of obligation, in turn, leads to a decrease in his self-esteem and self-esteem. That's why necessary special work with students, teaching them goal setting, planning and skills to achieve their goals, i.e. exactly what a teacher-coach can do professionally.
When conducting coaching at high school age, special attention should be paid to identifying specific goals (intermediate results) and drawing up a plan for achieving them. The coach, together with the student, must constantly monitor the process of achieving intermediate goals and evaluate what has been achieved, which is carried out after each stage. At this stage, the student must find answers to the following key questions: “Have the goals been achieved?”, “What changes have been made to the plans and why?”, “What have I learned from this experience?”, “What will I do differently now?” ? etc.
As a result, the student should view his mistakes and failures not as losses or failures, but as valuable experiences that will allow him to move forward more effectively.
Learning activities will be effective only if the student takes responsibility for its results. It is useful here to plan the process of achieving the goal together with the coach and draw up a plan for it. This plan should include answers to key coaching questions:
- What exactly do I need to achieve?
- What exactly will this look like?
- Why do I need it?
- How will I know that I have achieved what I want?
- When am I ready to start this process?
- When will this process be completed?
- What exactly should I do?
- What are the possible obstacles in my way?
and etc.
Coaching technology
Why can the implementation of a coaching approach in teaching schoolchildren be considered an educational technology? Yes, because it corresponds to existing definitions of educational technology and has all its inherent components. ABOUT. Episheva interprets educational technology as a model of joint educational and pedagogical activities thought out in all details for the design, organization and conduct of the educational process with the unconditional provision of comfortable conditions for students and teachers, which involves the implementation of the idea of complete controllability of the educational process.
The coaching process model consists of several clearly defined stages:
- Setting a goal and realizing its reality.
- Analysis of the necessary components of success.
- Analysis of available opportunities.
- Determining ways to achieve a goal, choosing a strategy.
- Monitoring goal achievement and analyzing results.
For each of these stages, a professional coach has a corresponding set of tools and techniques in his arsenal, from which he selects the most optimal combination for each specific student and each specific case.
The first and all-determining step on this path in which a coach can help students is to recognize their personal need for learning. As a result of this work, the student must say goodbye to the illusion that his learning and achievement of goals (for example, successful completion of school and preparation for entering a university) are the concern of the school and teacher. He needs to clearly understand that training and development are, first of all, his personal tasks.
On this path, he will be helped by working together with a coach who will provide effective assistance, support, and share experience: will create a kind of supportive environment (to successfully achieve goals, the student also needs support and recognition of his successes from the entire class, the team of teachers and parents, which is also the result of complex work with a teacher-coach).
The International Coaching Federation (ICF) 20 years ago wrote a code of ethics for coaches, which states that coaching is a process built on the principles of partnership that stimulates the thinking and creativity of clients, and inspires them to maximize their personal and professional potential. Coaching is a way of dialogue (on equal terms), during which the coach asks questions that allow one to reveal inner potential.
International Coaching Federation coaching philosophy:
The client’s personal and professional experience is respected;
Every client is treated ascreative, resourceful and holistic personality.
Building on this foundation, coaches take responsibility for:
Discover, clarify and stick to those goals what the student wants to achieve;
Identify student-developed solutions;
Stimulate independentdiscoveries of the student;
Coaching as an individual approach can be used either with one person or with a group (class). Coaching is about allowing a person to focus on what is important to them.
The methodological basis of the STANDARD issystem-activityan approach that provides:
Formation of students' readiness forself-development and continuous education.
Design and construction developing environment of the educational institution;
- active educational and cognitive activity students;
Construction of the educational process taking into account the individual, age, psychological, physiological characteristics and health of students.
Federal State Educational Standard of Basic General Education (approved by order of the Ministry of Education and Science of Russia
Federal State Educational Standard of Basic General Education grades 5-9 | Coaching |
| Coach questions: What do you want? What would be the best outcome for you? Why is this important to you? How will you know that you have achieved results? Final result format. The STANDARD specifies the requirements, but how to implement them? Coaching technology is perfect for this purpose. And in coaching: How can you achieve this? Backward Planning Technique Selection methods (eg Cartesian coordinates). Each coaching session is aimed at independent, conscious planning of ways to achieve goals. One of the competencies of a coach is precisely the ability to correlate one’s actions with planned results. Stimulating awareness; Scaling. Typical coaching process (GROW model):
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Meta-subject results of mastering the main educational program should reflect:
Federal State Educational Standard of Secondary (complete) general education grades 10-11 | Coaching |
6) tolerant consciousness and behavior in a multicultural world,willingness and ability to engage in dialogue with others, achieve mutual understanding, find common goals and cooperate to achieve them; 9) mastery of cognitive reflection skills asawareness of the actions takenand thought processes, their results and foundations, the boundaries of one’s knowledge and ignorance, new cognitive tasks and means of achieving them; | This is exactly what a coach helps his Champions do with questions. Coaching develops the ability to independently and creatively find solutions and take responsibility for implementation. Coaching is an “equal” dialogue, open, non-judgmental, aimed at achieving awareness and results. Coaching is a dialogue aimed at reflection and awareness. |
Personal results of mastering the main educational program should reflect:
- Principles of coaching and their practical implementation in interaction with students.
The foundation for applying the coaching approach in school was the principles of Milton Erickson:
- Everything is okay with the student, he is initially an integral person;
- The student has all the resources to achieve his goals and solve problems;
- The problem statement comes from the student, in other words, he makes the best choice;
- The relationship between teacher and student is built on positivity and represents a purposeful union.
I will give an example from my practice in which all five principles of coaching can be traced. In our village there is a children's reception center “Nadezhda” (among ourselves we simply call it a shelter). Two years ago, a boy (from an orphanage) was brought into my class whose parents had been deprived of parental rights. The child was “difficult” and was on the school register. At first, he only communicated with boys from the orphanage, and did not maintain contact with anyone in class. And this was the eleventh grade and ahead of the Unified State Exam. My class was very friendly, and he couldn’t help but see it. We tried our best to involve him in our common affairs. A lot of individual conversations, confidential conversations were held with him, and at first he was very surprised and even alarmed by the fact that I never addressed him as the hooligan that he tried to appear to all of us. And he even began to like such conversations after classes or after electives, and he himself began to look for an opportunity to just talk, and then gradually began to open up more and more, “reveal his soul.” In these conversations, I gradually found out the reasons for his aggressiveness, found out that he had a dream of becoming a road worker (like his father, who left the family long ago). In the end, he made a choice for himself: who he should be with next and what to do to achieve his goal. And we defined the goals right away: what needs to be done first, what then. The boy began going to sports clubs, where he finally became friends with the guys from the class. I did not miss a single consultation on preparing for exams, and became an active participant in all class and school events. Of course, largely thanks to my wonderful guys, who, seeing my efforts to “get the guy out,” tried to help me in everything. They seemed to have secretly taken over him both in lessons and in sections. At the end of the year, our Vladimir, that was the name of our ward, successfully passed all the exams and entered the Chelyabinsk Automobile and Road Technical School. For me, this was a huge victory, especially since in all the years of the shelter’s existence, our Vova became the first graduate of the eleventh grade, and there was even a report about him in the regional newspaper. Now the young man is serving in the army, we often call each other and keep in touch in every possible way.
- Selection of optimal development methods depending on the level of competence of students.
How does the level of competence influence development methods?
At the first stage (unconscious incompetence), the following development methods are used: experience, testing, mentoring.
At the stage of conscious incompetence: information, education, training, lesson, self-study.
At the stage of conscious competence: training, practice, analysis, correction, coaching.
At the stage of unconscious competence: practice, creativity, improvisation, delegation, coaching.
Trusting relationships as the basis of developmental interaction.
How does a coach create trusting relationships?
First of all, for a coach, all people must be interesting and likable. To create a trusting relationship, you need, first of all, to sit not opposite the client, but next to him, thereby showing not your superiority, but that your communication takes place on equal terms. And only then:
Smile, open, friendly look;
Genuine, sincere interest;
Introductory phrases (politeness phrases);
Repetitions (of a person’s valuable words or everything he said).
Coaching uses active listening (begins to see and hear in perspective) and deep listening (expanding questions).
- Powerful open-ended questions that stimulate development
Why is it important to ask open-ended questions?
This is important because open-ended questions allow you to find out more information about the student: what does he want, how does he want to achieve it, when and why? What makes a question open, “strong”? What makes open-ended questions “powerful” is that they provoke discoveries, insights that spark purpose and action (such as those that challenge the client’s assumptions).
How do different types of questions affect the state of the Champion (in coaching, a champion is usually the person they work with as a client)?
Of course, it is very important to use different types of questions so that communication is not monotonous, so that the Champion does not lose interest in him, and he can feel that he can achieve everything on his own, that he is a Champion.
For example, closed questions: yes or no (used as an element of active listening or for summarizing)
Alternative questions: or (choice without choice: this... this... or this? Give limited space for choice)
Open questions: how, how, what, where, when, why?
The best, easiest, most pleasant, effective
Plurality (many choices)
Magic questions
1.5 Structure of the coaching session. 4 planning questions
Structure of a coaching session: establishing trusting relationships, goal setting, experience, steps, value, gratitude.
How is the structure of a coaching session related to the design of a lesson or extracurricular activity?
For example: Of course, we also try to start any lesson (extracurricular activity) by establishing a trusting relationship, then we discuss the topic and purpose of the lesson (event). And then, using various technologies, we begin to create experiences using capabilities and resources. At the same time, it is more valuable when students gain this experience on their own. Summing up a lesson or extracurricular activity, we conduct reflection (using emoticons, traffic lights, gestures, show on your fingers how much you appreciate your work in class, etc.). The result of the lesson is the students' grades for the lesson.
For example: goals for the final result format and logical levels.
- What do you want? I want to successfully complete the courses.
How will you know that you have achieved results? I will receive a certificate.
What is the importance for you? It is important for me to use coaching technology not only in lessons, but also in educational work.
How can you achieve this? “Absorb knowledge with appetite” and complete all tasks on time.
- What do you want? Good results on the Unified State Exam.
How will you know that you have achieved results? According to grade sheets.
What is the importance for you? The quality of my students' knowledge; the opportunity for graduates to go somewhere further at their request; for myself, for my self-esteem and the assessment of my colleagues.
How can you achieve this? Better preparation for the Unified State Exam: more individual and collective consultations, but, most importantly, I can apply a coaching approach to teaching. In this case, when working with children, teach not only how to acquire knowledge on their own, but also independently carry out and adjust activities, and use all possible resources to achieve their goals.
- What do you want? I want to relax by the sea.
How will you know that you have achieved results? I will feel satisfied and rested.
What is the importance for you? I've never been to the sea. I want my dream to come true.
How can you achieve this? I can save money on purpose. Convincing my husband that this is important to me, it is important for my dream to come true. Convince him to come with me.
- For example, goals for their subject area (mathematics area) for the format of the final result and for logical levels.
Math lesson in 6th grade. Topic “Scale” (I wrote these lesson goals for myself as a teacher)
What do you want? Introduce the concept of scale. Learn to find the length of a segment on the ground, knowing the length of the segment on the map and vice versa, using the map scale.
How will you know that you have achieved results? Based on the results of homework and independent work or test.
What is the importance for you? It is important that children understand the topic so that they can use it further in geography lessons and in life. Important for the quality of teaching.
How can you achieve this? Conduct practical work with maps and atlases. Take measurements on the ground in order to “bind them to life” and arouse practical interest. Show how to solve such problems using proportions.
Geometry lesson in 8th grade. Theme "Parallelogram". (I wrote these lesson goals for children)
What do you want? Learn what a parallelogram is and get acquainted with its properties in order to use them to solve problems.
How will you know that you have achieved results? Everything will be clear and easy for me. I will recognize him among other figures and solve problems with ease.
What is the importance for you? It is important for me to learn how to solve problems so that there are no gaps in knowledge; in order to successfully pass the exams next year.
How can you achieve this? Listen to the teacher and try to figure it out yourself. Reinforce the material you have learned at home.
Algebra lesson in 10th grade Topic “Dependence between trigonometric functions of the same argument” (I wrote these lesson goals for myself)
What do you want? Enter the signs of trigonometric functions of a numerical argument; introduce basic trigonometric formulas and consolidate their knowledge while solving exercises.
How will you know that you have achieved results? The children will have no questions when solving exercises on their own.
What is the importance for you? Since this topic is included in the Unified State Examination, mastering it perfectly is simply necessary for students. So it's important to me that they master the material. It is also important for my Self, whether I was able to teach this.
How can you achieve this? First, I will use the “basket of ideas” technique: after listening and writing down all the assumptions of the tenth graders, we will discuss all these assumptions, even the most absurd ones. As a result of studying these ideas, we will arrive at the desired result. Then, develop the skill of solving the necessary exercises and check the correctness of their solution. Answer questions that arise during the solution.
Chapter II: Practical Coaching Tools
2.1 Balance wheel. Application in individual and group work.
Description of the “Wheel of Life Balance” technique
- The balance wheel is built for a certain period (six months, a year) - determine the time line.
- What areas does your life consist of? (What areas of life are important to you during this time period?)
- A scale of satisfaction with each area of life, where 1 is the minimum satisfaction, 10 is the maximum.
- If you move it one point, what will change in each area?
- (If the selected area does not move the others, try another)
For example: Wheel of balance “Preparing the class for the Unified State Exam” (coaching session with a colleague)
1 – Testing and diagnostic work;
- – repetition system;
- – organization of lessons;
- - tutor;
- – individual conversations;
- – work with parents;
- – electives with a basic level;
- - electives with a profile level.
So, we have decided that we want to talk about the problem of “Preparing the class for the Unified State Exam.” What time period are we talking about? (for 2 years: grades 10-11)
Imagine that this deadline has already passed and you have achieved this goal. Look at your goal from above. What points are important to you when preparing for the Unified State Exam? Let's distribute them into a wheel by area. A scale of satisfaction with each area of life, where 1 is the minimum satisfaction, 10 is the maximum.
For each area – what is “10” for you for this time period?
1 – Testing, diagnostic work: they will write without “2”, and on “4 and 5” - 70%.
- – repetition system: final tests 70% quality.
- - organization of lessons: coaching approach; individual characteristics; differentiation.
- – tutor: the remaining 30% studied with a tutor.
- - individual conversations: I would decide on groups; I would use coaching.
- - work with parents: they will become like-minded people; cooperation; control.
- - electives with a basic level: work through the entire part B.
- - electives with a profile level: work out part C.
What is your current level of satisfaction on a scale of 1 to 10?
And what do you notice when looking at this wheel?
Find a key area, changing which by 1 point, other areas will begin to change.
If you move it one point, what will change in each area? (If the selected area does not move the others, then you need to try another)
And what will be the first, easiest steps to change?
2.2 Scaling as a tool for self-assessment and development
Scale 1-10
Scaling allows you to continuously measure the degree of proximity to the target
Movement from bottom to top
- What is 10 to you?
- And if you move one point higher, what will be the difference? What will be different?
- What if it's one more point?
- And so on until you reach 10. As a result, a step-by-step plan for achieving 10, based on the current situation.
Movement from top to bottom
- What is 10 to you?
- Where are you now? Please describe in more detail.
- Please describe 10 in more detail (in the format of the final result).
- How is 9 different from 10? What will happen at 9?
- How is 8 different from 9? What will happen at 8?
- And so on until you reach the starting point. The result is a step-by-step plan to achieve 10, based on the desired result.
2.3 Questions that expand the framework of habitual thinking
Shift in perspective
- Imagine that you are looking at the situation through the eyes of ____________, what would he tell you?
- Look at yourself through the eyes of the person who loves you. What do you notice?
Shift to system
- Let's look from the point of view of the entire organization as a whole?
- If your family were a living being, what would be its deepest needs?
Time Shift
- Imagine that a year has passed since you made your choice, and you notice results - describe what is happening?
As if... Imagine how you would look at the situation through the eyes of another person. What solution could he have?
For example: Katya, Petya, Tanya, Lena and Oleg. We ask Oleg: ! What do you think Katya would do to make her birthday the best? What would she do that was so unusual? Answer as if you were Katya.
Then... as if you were Petya, etc. As a result, you can put together a wonderful holiday scenario. Thus, we find out what they all want to see at this holiday.
2.4 Timeline as a planning tool
- Define the goal by the format of the final result
- Determine the time for achieving the goal
- Fast forward to the future when the goal is realized and the positive consequences of this are visible. Describe a vivid, detailed picture of your desired future (images, sounds)
- From the future, look back at the path you have taken.
- What are the most important milestones you notice? When did this happen? How long did each task take? How were these tasks interrelated? (Reverse planning)
- As if you from the future could give advice to your present self - what would you say?
- What were the very first, easiest steps required to start moving towards the result?
2.5 Create a supportive environment to achieve goals
For example:
Chapter III: “Design of training and educational activities using coaching and the coaching approach”
Topic 3.1. Development of an individual student development trajectory in an individual session
Practical tasks on the topic:
Plan for conducting coaching sessions, choosing a specific child as an example.
Coaching session with 8th grade student Daria Breusova (4 planning questions)
Hello, Dasha. I see you are in a good mood today. I hope that after our conversation, when we resolve all your problems, your mood will improve even more.
So, let's begin. What do you want?
I want to write a project on mathematics.
When do you intend to do this? Give a specific date, month, year.
Why is this particular date important to you?
Because in the second half of February our school hosts an annual scientific and practical conference for students. By this time I want to be ready to defend the project.
I feel nervous before a performance.
And what else?
Self confidence.
How will you know that you have achieved results?
I will pass the first qualifying round for the regional student conference.
Why is it important for you to achieve this?
I want to prove to myself and everyone that I can do this.
What are the very first steps you are ready to take?
Decide on the topic of the project.
Time line
So, your goal: write a project on mathematics. And you even decided on the time for the implementation of your goal - February 10th. Did I undestand you right?
Let's build a “Time Line” (like a coordinate line), make a notch on the left, this will be the PRESENT, and on the right there will be a second notch, which will mean the FUTURE.
So, what date is PRESENT for you? (Today's date)
Let's fast forward to the future when your project is ready. Describe a vivid, detailed picture of your desired future. (I am pleased that I passed the first qualifying round, and during the spring break at the Russian Mathematical Teachers' Association I will present my project at the second qualifying round)
What other feelings do you experience? ( excitement)
Let's try to look back from the future to the past path. What do you notice as the most important stages of your work on a project? (choosing a topic, collecting material, systematizing the collected material, designing the work and defending the presentation)
When did this happen? Let's start by choosing a topic. When do you think you will decide on a topic? Name the date. ( end of September )
Why did it take so long to get to this stage? (It's very difficult to find an interesting topic)
Who will help you with this? (my math teacher is the project leader) Who else? ( classmates, parents)
What might be the reason for your choice of topic? (Some interesting fact, problem, discussion in class or at home about some topic, movie or even cartoon)
Well, okay, let's imagine that you have already chosen the topic of the project. What is the next stage in working on the project? Name the date (Collection of material. I think it will be November)
Who will help you with this? (my project leader, classmates, parents) What is the help of your classmates? (I think they can participate in some kind of survey)
What will be your next step in working on the project? (Probably systematizing the collected material, writing the project itself)
How long will this stage take? (I'm guessing this will happen before December.)
So, before the end of September you decided on the topic of your project, in November you collected material on this topic, by December you systematized all the collected material. What's next? What other problems will you have to solve?(Working on creating a presentation) How much time do you intend to spend on this stage?(It will probably be January)
What will you do with the remaining time until February 10? (For preparation, for rehearsals for defending the project)
It’s like if your future self could give your present self advice – what would you say? (I would tell myself that everything will work out for me, I just need to really want it and clearly go towards my goal!)
What were the very first, easiest steps required to start moving towards the result? (Talk to the teacher about my desire to work on the project. And there, probably, there will be no turning back!)
COACHING AS AN INNOVATIVE TECHNOLOGY PROMOTIONS PROFESSIONAL EXCELLENCE MODERN TEACHER
Lyudmila Petrovna Likhacheva Head of MBDOU d/s No. 8
First qualification category
Quality management in an educational institution begins with working with a person and, above all, with a teacher, and ends with working with personnel and improving their professional level. There are no other ways...
Yu. A. Konarzhevsky
What is coaching?
- “Coaching” is about unlocking a person’s potential in order to maximize his effectiveness. Coaching does not teach, but helps to learn (Timothy Gallwey).
- “Coaching” is an increasing process during which a person learns about his own capabilities, which constitute his hidden potential.
- “Coaching” is a process that helps a person look at the development of his personality, at a specific stage of its development, that is, to open a person’s eyes to many things that are useful to him.
- “Coaching” is a process that allows an individual, using the necessary methods and techniques, to achieve
the highest results.
- “Coaching” is a process in which a person involved in it receives great joy from his successes and achievements.
MILTON ERICSON
MARILYN ATKINSON
(eng. Coaching) To train, instruct, inspire.
Coaching is developmental consulting.
Supervisor - will give advice (used as a resource)
Head Coach – will conduct independence training. And in the process of pedagogical activity (a professional colleague) will support you.
A teacher with a coaching leader can always be confident in achieving his goal. He knows for sure that he will get exactly what he needs!
4 basic stages of coaching (4 planning questions)
- goal setting - What do you want?
- checking the real state of things - why is this important to you?
- building ways to achieve the goal - HOW can you achieve your goal?
- achievement (also called the stage of will) - HOW will you know that you have achieved results?
FINAL RESULT FORMAT
KEY TO MASTERY
The Path to Mastery
Mastery is a state of natural, elegant, and satisfying problem solving at the level of “unconscious competence.”
People develop mastery when they see it as an integral part of the process and the outcome.
achieving your goals.
“Creating conditions for the formation of a teaching team as the main innovative resource for the development of an educational institution”
Stages PROJECT IMPLEMENTATION
- Analytical;
- Research
3. Design
4. Control and evaluation
Key element
Awareness, perception of relevant facts and information, understanding when and how emotions and desires distort our perception of reality.
FORMS PROJECT IMPLEMENTATION
- Training in coaching methods for teachers with the involvement of consultants;
- Support for the implementation of acquired knowledge in the practice of training and education
3. Individual coaching
4. Team coaching
NEW ROLE OF THE TEACHER
A teacher does not just convey knowledge, he is a talent coach;
The teacher reveals his own potential and the potential of students.
Emotional intelligence (this is the skill of understanding your feelings and emotions)
Wisdom before knowledge
Drive and Passion
Vision of holistic systems
Using natural systems
Honesty and Humility
Leadership Service
Self-knowledge and self-awareness
- New teacher
Coaching
Coaching in the field of education is considered as a long-term cooperation of subjects of the educational process, which helps to achieve high results in all spheres of life, including in the field of education (E.A. Tsybina, N.M. Zyryanova).
WHY IS COACHING RELEVANT?
- In preschool education, the need for new forms of development and education of children that meet the needs of the time and its tasks is increasingly visible. ;
- The task of student-centered learning is officially stated in the Federal State Educational Standard for Education;
- Development of practical technologies for the implementation of person-centered education in educational work, as well as systems for training teachers for a new approach;
- The coaching approach most closely matches the concept of person-centered learning, and coaching skills are organically integrated into the competency profile of a modern teacher.
Thank you for your attention!
Good luck on your path to mastery!
V.G. Gulchevskaya
The methodological basis for the development and modernization of Russian education in all modern state conceptual and program documents on education recognizes the principles of humanistic pedagogy, according to which the individual and personal development of the child seems to be the main value of education. Therefore, school today is focused primarily on creating conditions for the manifestation and formation of the individual as a subject of his life, capable of his own goal setting, self-actualization, self-realization, self-regulation, and the development and manifestation of his creative potential.
In accordance with the fundamental change in the goals of education, innovative models of education are being actively developed and introduced into school practice. Federal State Educational Standards significantly change the content and educational technologies, transferring them to an interactive and activity-based basis. The renewal of the educational process takes place on the basis of innovative technologies of person-oriented and personalized learning: positional-situational, problem-based and research-based, multi-level and multi-variant, modular, project-based, information and communication, etc.
It is obvious that the value, content, and technological renewal of education inevitably requires changes in the teacher himself, his professional competencies, pedagogical position, and personal qualities.
But, as practice shows, it is precisely this, the most important resource for updating education, that does not fully correspond to the essence of the changes taking place. The traditional position of the teacher-mentor still dominates the educational process. Even when he uses innovative, student-oriented technologies, formally observing the technological sequence of pedagogical procedures, in interaction with students he takes the same position.
Verbs continue to dominate in the formulation of lesson goals: give, tell, show, explain, put the student in a subject situation, evaluate, check, etc. The qualification requirement for a teacher’s ability to involve students in setting lesson goals is most often realized by the teacher assigning a standard algorithm, according to which children formulate a goal. The teacher thus focuses the student on the activities and results of the lesson, rather than asking him what he expects from the lesson, what goal he sets for himself. Students don’t think about this and don’t know how to do it. Even if the teacher gives them an example of formulating a goal, for the student it will remain formal, since this is not his goal, but the teacher’s.
And in a purely personal development technology of project-based learning, the teacher himself sets the topic of the project, distributes tasks, gives instructions for the implementation of each stage of design and each action in it, himself evaluates the quality of the project and sets a mark. And thus, the technology is emasculated from its developmental, personality-oriented essence: the technology is innovative, but the essence remains traditional.
At the same time, domestic and foreign studies on the psychological and pedagogical mechanisms of personality development indicate that it cannot be carried out only through the internalization of external actions into the internal plane, that the source and driving forces of development and personal growth are located in the person himself. It is necessary for a person to reflexively turn to his inner essence, to know himself, his needs, abilities, life goals, individual characteristics and to consciously correlate them with the opportunity and necessity to realize himself in those roles that, under the influence of society, are of actual value to him.
Therefore, the main task of education is to help the child understand himself, understand his problems and mobilize his internal strengths and capabilities to solve them and self-development.
The founder of humanistic pedagogy, K. Rogers, based on his own pedagogical experience, identified the conditions for person-centered (meaningful) teaching, thus laying the foundation for the ideas of the modern coaching approach in education:
— filling the learning content with students’ life problems, creating learning situations in which students could interact with problems that are important to them personally and issues that they would like to resolve;
- the teacher’s acceptance of the student as he is and understanding of his feelings. K. Rogers emphasizes the need for warm acceptance, an unconditional positive attitude of the teacher towards the student;
— non-directive, dialogical position of the teacher towards the sources and methods of obtaining knowledge;
— the teacher’s need to rely on the self-actualizing tendency of his students.
Similar views on the role of the teacher in the educational process dominate today in Russian pedagogy (I.V. Abakumova, A.G. Asmolov, M.M. Bakhtin, V.S. Bibler, E.V. Bondarevskaya, I.B. Kotova , A.B. Orlov, A.V. Petrovsky, V.V. Serikov, I.S. Yakimanskaya, etc.).
The transition from the competencies of a mentor and organizer of student activities to mastering the competencies of personalized support and accompaniment of a child in the process of his learning and development (mentor, tutor, coach) is oriented towards the modern teacher and new requirements for his qualification characteristics.
Despite the commonality of the pedagogical position regarding the mentor, adviser, organizer of relationships (tutor) and partner, facilitator (coach), the essential characteristics of this support and accompaniment are different for them. For comparison, let's present it in tabular form:
|
Personal qualities of a teacher, reflecting his subjective status position in the educational process |
||
| A mentor (manager), through authority, instruction, instructions and systematic control, directs activities to solve immediate pedagogical problems | Tutor (organizer, adviser), organizing activities to solve educational and life problems in specific situations and suggesting ways to solve them | A coach (partner) who, through open questions addressed to internal resources, actualizes subjective activity in achieving success and accompanies in long-term individual and personal development |
| Carrying out an individual approach, taking into account the individual characteristics of students (level of training, learning ability and education), ensures the successful acquisition of basic knowledge, skills and abilities | By diagnosing the educational and personal characteristics of students and their cognitive and creative potential, guiding advice ensures the successful solution of specific problems in the zone of proximal development of students | By stimulating students' reflection on their educational and life needs, goals, their potential capabilities and individual characteristics, it creates conditions for independent successful, competence-based activities, for designing an individual educational route, for individual personal self-development |
| Attitudes towards student learning and development | ||
| A child needs to be taught everything, since he cannot learn anything on his own. It can only be taught in the zone of its current state. The level of its development is genetically predetermined | A student is able to master knowledge and skills himself if learning is carried out under the guidance of a teacher (adult) ahead of his current state, but in the zone of proximal development, and the content of learning is ways to solve cognitive tasks and problems | Changes and development are not only possible, but also inevitable. For this, everyone has all the necessary resources. See only the good in the student and treat him as full-fledged, smart, strong, capable, skillful and talented. Each student makes the best choice for himself in a given situation. The basis of any student’s action is a positive intention. |
| Preferred teaching methods and technologies | ||
| Instruction and directions. Explanatory and illustrative presentation. Reproductive exercises. Algorithmic instructions. Quality control of learning skills and normative behavior |
Problem-based method. Problem presentation. Problem-search and problem-based research training. Simulation-game training. Educational discussion. Project method. Brainstorm. Critical Thinking Method |
Coaching technologies. Conversation through open and “strong” questions. A ladder of questions by logical levels and a ladder (pyramid, spiral) of achievements. Deep listening method. Individual and group coaching sessions. Partnership cooperation. Wheel of life balance. Scaling. Time lines. Gantt planning method. W. Disney's creative strategy. Brainstorming WORLD CAFE |
By comparing and summarizing the tabular characteristics of the types of teachers who provide personalized support for a child in learning, one can clearly see the distinctive characteristics of a coach.
A coach (partner, facilitator, accompaniment) does not give instructions, does not advise, does not advise, does not solve other people's problems. It actualizes, through open questions addressed to the internal resources of the individual, subjective activity in achieving success and accompanies a person in long-term individual personal development.
The ability to ask effective questions that help people open up and think about themselves is one of the most important competencies of a coach. Using strong questions, the coach, in intensive joint work, leads the person to find the answers themselves and take responsibility for the decisions made, directs attention to the future, not to the past, to finding solutions, rather than getting stuck on problems.
By stimulating students' reflection on understanding their educational and life needs, goals, their potential capabilities and individual characteristics, it creates conditions for independent successful, competence-based activities, for designing an individual educational route, for individual self-development.
Recognizing the differences in the positions of mentor, tutor and coach, the teacher must understand that these differences do not mean their antagonistic opposition. The same teacher in some situations, for example, when students master basic skills, will be most effective as a mentor, in others, for example, when a student chooses and builds an individual educational program as a tutor, and when he chooses a training profile and organizes educational or life goals - by coach.
That is, the integrative nature of the teacher’s coaching position is a reflection of the integrative interaction of formative, cognitive-developmental and student-centered learning as part of the humanistic paradigm of education.
However, it is obvious that the most complete and effective coaching position of a teacher can be in demand and manifest itself in student-centered education, since the main features of a student-centered learning process, implemented in appropriate teaching technologies, are:
1) giving the student’s position in the educational process the status of a subject of cognition, communication, and value orientations;
2) a shift in emphasis from the learning process to the learning process, expressed in active independent cognitive activity; in mastering rational methods of educational and cognitive activity, knowledge of one’s individual characteristics, reflection of one’s achievements and the effectiveness of one’s activities;
3) reorientation in the dominance of the substantive goals of education from students’ mastering subject knowledge, skills and abilities to universal ways of mastering meta-subject knowledge and general cultural values, communicative, informational, competence-activity culture.
Technologically, these signs are manifested in the educational process through:
— joint modeling and immersion with the student into a life situation (imaginary or staged), focused on the direct emotional manifestation of individual values and the discovery of the meaning of what is to be learned;
— the student’s verbalization of his evaluative and semantic attitudes in the context of the subject material being studied and the emotional experience of the collision of the student’s personal meanings with those that fill the studied content, by bringing it to the level of problem solving (moral, social, environmental, historical, religious, ethnic;
— comprehension and disclosure of the social and personal significance of the content being studied from the standpoint of personal values as one’s own meaning-forming foundations of one’s life (worldview, meaning of life, self-attitude);
These axiologically oriented techniques are built into any pedagogical (educational) technology of person-centered learning (imitation-situational, multi-level, personalized, modular, project-based, team collaboration, etc.). The peculiarity of the coaching approach to the implementation of these technologies is:
— the dialogical nature of communication between the teacher and students in the format of four stages of design and 4 questions of lesson planning and implementation.
1. Stage of motivation and goal setting (stage of inspiration).
The teacher-coach helps students to be inspired by their own vision of an attractive future educational result (at the end of a lesson, studying a topic, at the end of a school year, school, etc.);
Examples of questions:
— How do you see the ideal student you would like to be like?
- Imagine now that you become like him. How do you see yourself now at the end of today's lesson? ...
— How do your classmates see you now? Parents?
- How satisfied will you be with yourself now? Please indicate your level of satisfaction on a scale from 1 to 10.
(Note: when working frontally with the class, the question in all previous and subsequent examples should begin: “How each of you sees...?" instead of the impersonal: “How do you see...?” When the student himself asks himself these questions, he will turn to his “I” in them.)
Next, the teacher helps the student to realize and formulate his own goals in the SMART format (“Smart” goals in the format of the final result: specific, measurable, achievable, meaningful and environmentally friendly, defined in time).
When the goal is precisely defined in detail by the student, then it can be discussed, mentally reviewing different options for achieving it. Questions are formulated only in a positive manner, aimed at checking the control zone and environmental friendliness.
Sample questions:
— What do you want to achieve when studying this topic by the end of this lesson?
— How much does achieving your goal depend on you?
—What exactly is your goal?
- If you could get anything you wanted from this lesson, what would it be?
- How will you know that you have achieved your goal?
— How much does achieving your goal depend on you?
— What specific steps should you take to achieve your goal?
— Do you have all the necessary resources to achieve your goal? If not, what resources need to be attracted to achieve the goal?
— Is it possible to achieve the goal within the allotted time? If not, then …?
— What are the specific benefits of this goal for you (class, school, family, friends)?
— To what extent the achievement of this goal corresponds to and interacts with the requirements of the new educational standard (FSES), the school, the teacher, and the parents; with a vision of your mission, worldview and other “high” goals?
— What are the possible complications and consequences if the goal is not achieved?
— By what time is it realistic or necessary to achieve the goal?
-What impact will this have on your life?
— How do your results and the results of other people compare?
2. The stage of planning effective actions to achieve the goal.
Sample questions:
“How can you achieve your goal?”;
- So, in accordance with your goals, what actions are you ready to take right now? In this lesson? This week? Etc.
- What exactly will you do? What will be the very first step? Simplest? The most rational? Most effective?
- How, in what way do you propose to do this? How will you know that the expected result will be achieved in this way? What other methods can be used?
A look at ways of doing things from the future:
- Imagine that you already have what you wanted. What was the previous step that led you to your goal? And what about the one preceding this one?
— If you already had all the necessary information, what would your actions be?
— If you were in the place of a teacher (head of educational institution, parent, expert, etc.), what actions would you take?
3. Stage of implementation of the plan (commitment to the goal).
Well-known pedagogical technologies of developmental and personality-oriented education are used, but based on coaching interaction between teacher and students.
Sample questions:
— Why is this goal important to you?
— Where are you now on a scale from 1 to 10? Please describe in more detail.
— And if you move one point higher, what will be the difference? What will be different?
- What if it’s one more point?
And so on until you reach 10. As a result, a step-by-step plan for achieving 10, based on the current situation.
4. Completion stage (reflection).
- How will you know that you have achieved your goal?
— What are the most important milestones you notice?
- When did this happen? How long did each task take?
— How were these tasks interconnected?
— What were the very first, easiest steps required to start moving towards the result?
Creating trusting relationships through the use of techniques: joining (showing interest, repeating words and phrases, posture, gaze); tones of voice; deep listening.
The use of special techniques during individual coaching sessions that provide visualization of goals, values, reflection of satisfaction with one’s condition and achievements: Wheel of Life Balance, Scale of Satisfaction with Progress towards the Goal “from 1 to 10”, Time Line, etc.
In the above methods of updating the subjective position of students in the educational process based on the coaching approach, the subject of value comprehension for the individual was the subject and meta-subject content being studied and the new meanings acquired at the same time, as the cognitive and competence basis of the individual’s creative potential. At the same time, it is important that the semantic value of the subjective creative activity itself be the subject of value comprehension by students from the standpoint of significance for personal self-development and successful self-realization.
Literature
1. Atkinson, M. Step-by-step coaching system: The science and art of coaching [Text]: [trans. from English] /Marilyn Atkinson, Rae T. Choice. – K.: Companion Group Publishing House. –2009. – 256 s.
2. Gulchevskaya, V.G. Subjective factors of the effectiveness of teachers’ mastering of educational technologies in the process of advanced training [Text]: Monograph / V.G. Gulchevskaya, E.E. Alimova. – Rostov n/d.: Publishing house GBOU DPO RO RIPK and PPRO, 2012. – 132 p.
3. Davydov, O.I. The use of coaching sessions in the certification of teaching staff of preschool educational institutions [Text] / O.I. Davydov, L.G. Bogoslovets // Management of preschool educational institutions. – 2007. – No. 2.
4. Parslow, E. Coaching in learning: practical methods and techniques [Text] / E. Parslow, M. Ray. – St. Petersburg: Peter, 2003. – 204 p. (Series “Practical Psychology”).
5. Potashnik, M.M. Coaching is the pinnacle of professionalism of a leader in working with people [Text] / M.M. Potashnik // Public education. – 2010. – No. 9. – P. 110-115.
6. Hamery, David. How to help your child succeed? [Text]: [trans. from English] /David Hamery (Series “You and Your Child”). – St. Petersburg: Peter, 2008. – 160 p.
Recently, almost no self-respecting manager will deny the importance of personnel development and training for the development of the organization, for the development of business as such.
Naturally, companies that decide to take the path of “training” their own specialists have a lot of questions: who and what to teach; with what frequency; what the learning outcomes will be and how to determine whether the expected effect has been achieved; how to consolidate the learning result; what form of training do you prefer? To do this, you need to understand the following concepts:
Mentoring is one of the ways to transfer experience. In order to develop certain skills in an individual, you can provide him with a more experienced mentor who will teach him certain techniques and methods of work, and subsequently help him solve all the problems that arise during the work.
Principles of mentoring:
- 1. the opportunity for regular communication;
- 2. instead of ready-made solutions, the mentor offers only ideas and options;
- 3. the mentor guides the mentee and controls his actions;
- 4. coordination of the actions of the mentor and mentee in solving the problem
In a general sense, mentoring is the process of helping younger employees from employees who have been working in an organization for a long time. Basically, this can be boiled down to the following: the transfer of knowledge accumulated in the organization and the assimilation of the norms of behavior accepted in the company.
Researchers point out that mentoring not only improves productivity, but can also bring significantly greater profits to the company, since employees who have been trained under the guidance of a mentor express their abilities more widely and creatively. Such training develops independence and individual personality traits; each trained employee puts forward his own ideas and is responsible for their implementation; personnel adapt to changes faster, which contributes to the development of a culture of improvement, the organization becomes more dynamic; learning gives people energy, relaxedness and self-confidence, and increases the pace of their lives.
Existing research shows that new employees who enter into successful mentoring-apprenticeship relationships are able to learn more about the business, problems, and goals of the organization than people who do not have mentors. coaching training consulting
The modern understanding of mentoring is indeed very close to coaching. In both cases, both the client and the employee themselves formulate their goals, explore reality, make a decision and follow the chosen path.
Coaching differs from mentoring in that mentors rely on advancing existing knowledge or professional skills. Mentoring, which covers a wide range of issues, is a much more general process than coaching, which is specific to a specific skill or area of activity.
Mentoring typically promotes progress within a specific field or organization and helps individuals appreciate corporate policy (in its network, profile and organizational aspects).
Most often, the mentor occupies a higher position than the person he leads. A mentor is both a role model who can become a guide for the follower on a personal level, and, undoubtedly, an authority in a certain area.
The advantage of this method is the possibility of training directly on the job. An employee does not need to rack his brains about how to transfer knowledge from theory to practice.
One of those development tools that is often confused with coaching is called training.
Training is the process by which someone learns a new skill or aspect of knowledge. As a result, the individual acquires the tools to perform a particular job, thereby moving from conscious ignorance to conscious competence. At the end of a training session, a student may be able to perform the relevant work, but their performance thereafter is not necessarily of the required standard. Training can be formal (for example, training courses) or informal (for example, on-the-job training).
True learning does not occur until the student transfers knowledge from the training setting to the “real world” and makes lasting changes in his or her behavior.
This is where coaching comes in. Coaching occurs when the subject is consciously or unconsciously competent, but needs to move to the next level of his activity.
It should be noted that sometimes students characterize themselves as consciously incompetent when in reality they have the skills and knowledge necessary to perform a particular task. The reason for this phenomenon is that they have not yet used their capabilities properly. In our opinion, under such circumstances there is no absolute need for training. The use of coaching will help self-doubting individuals take the implementation of their skills to a whole new level. This is an excellent example of why knowing the student's personality prior to coaching is such an important step.
Coaching helps people look at a particular aspect of their work from the outside with the help of an informed, objective “guide.” This method is aimed at helping people to carry out on-the-job training and, accordingly, at optimizing the effectiveness of their activities, and not at teaching something new. The central task of coaching is to use existing knowledge and skills (sometimes in combination with a revision of social attitudes and habitual approaches).
Many training facilitators try to define the difference between coaching and training. Sometimes this is due to the popular belief that training has a greater impact on performance than it actually does, and sometimes it is a consequence of the “advancement” of trainers who include coaching in their sessions.
The fields of training and coaching often overlap. Sometimes during the training process it turns out that a given individual does not have the necessary skills and (or) basic knowledge. In this case, coaching stops and training begins. Training and coaching are components of the development continuum.
Thus, it is possible that a given individual's activity involves many coaching options (Potentially as many as the skills required to perform the activity). An effective personal development plan (PDP) involves identifying the skills that need to be worked on at a given point in time to ensure that the individual reaches his or her potential and achieves business goals.
Coaching is primarily a relationship between two people, existing in the context of a specific goal. After achieving this goal, the need for these relationships disappears. What is the purpose of coaching? Coaching helps people change and become who they want to be, or who they need to become, i.e. develops them.
Now let's look at other concepts that are associated and confused with coaching.
Consulting
A consultant is usually an expert in a specific area of business or knowledge. As a rule, people who need help in solving complex and specific problems turn to a consultant. During the consultation, the causes of the problems that have arisen are clarified and past personal experience is reviewed in the context of events that led to the present state of affairs, as a result of which an expert position on this issue is given.
Unlike traditional consulting, coaching shifts the focus to the future and the present state of things. The task of coaching is to develop a route towards a pre-agreed goal. The main feature of coaching is helping the client find his own solution, rather than solving the problem for him. The coach does not have to be an expert in the problem area. But he is definitely an expert in revealing the client’s own capabilities.
While in the workplace, a person in most cases will turn to a consultant only when a problem arises, while coaching is used both to improve the efficiency of already successful activities and to eliminate work shortcomings.
The lack of an expert position is one of the key principles of coaching and the main difference from counseling, psychotherapy or NLP. Even in NLP, the consultant usually takes the position of an expert. The coaching methodology excludes this approach.
The coach initially perceives the client as an equal partner with internal knowledge in the form of potential. Potential is the “grain”, those abilities and skills that are yet to be revealed.
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Coaching as a teaching method
Introduction
coaching management personnel
Relevance of the chosen topic:
The theoretical value lies in the fact that this work systematizes and expands existing ideas about coaching. Provides an orderly presentation of what coaching actually is, why it can be used in working with personnel, when and to what extent it can be used for training and development of personnel.
While studying materials on this topic, I discovered a number of disagreements and very contradictory opinions on this issue. Many experts delve into the description of the advantages of the bottom process, talking about the various benefits of this style. But they miss, perhaps, the most important thing, that this method is aimed at helping to achieve goals and solve various kinds of problems in any area of human life. Delving into the meaning, they miss the opportunity to convey their experience, their methods, leaving no attention to coaching technologies and the principles on which this method is based.
The theoretical significance and novelty of the work is due to the fact that modern literature does not sufficiently address such topics; very few books on coaching have been published, which indicates an extremely low representation of this area.
The purpose of this work is: an orderly presentation of what coaching actually is, why it can be used in working with personnel, when and to what extent it can be used, who can use it effectively, who cannot.
1. Identify new progressive forms and methods of training and development of personnel.
2. Analyze the data and ideas available in the literature on this issue.
3. Definition of what coaching is and what are the possible ways of using it in personnel development within the framework of existing approaches, theories, strategies, structures and forms
The object of the study is the process of increasing the personal competencies of the organization's employees.
The subject of the study is coaching as a way to improve the efficiency of an organization.
The course work consists of an introduction, two chapters, a conclusion and a list of references.
The first chapter of the work describes the essence and types of coaching, examines the technology of coaching, shows the types of coaches and the principles of their work.
In the second chapter, coaching is examined using the example of Mary Kay.
The theoretical and methodological basis of the study was the works of a number of scientists on management issues and, in particular, coach consulting and coach management, as well as on related problems
In the age of technological revolution, everything in the world is changing rapidly. New technologies and developments are appearing at tremendous speed, and therefore the market is constantly evolving. Entrepreneurs have to stay on top of all the latest ideas to stay afloat.
An entrepreneur is a person who constantly takes risks in order to make a profit. And this is what forces company leaders to look for effective solutions and new approaches to achieving goals.
The role of the human factor in production is always important. Therefore, in the field of management, new trends, trends and technologies are constantly being developed and appear that make it possible to more successfully manage people. Various events are carried out aimed at raising corporate spirit and culture, trainings, re-certifications, management by objectives, coaching and so on. All this allows you to speed up the process of employee adaptation to a new workplace.
Heads of companies and organizations attract special people from outside to train their subordinates. The effectiveness of this method is very high: there are no costs for re-equipment, expansion of office, warehouse and workshop premises, or hiring new employees. But at the same time, the productivity of the enterprise increases significantly. By applying this method, you can, at the lowest cost, make a profit several times greater than when investing money in new equipment.
Currently, various methods and approaches are used in the field of human resource management. And coaching is one of the most promising, combining various methods and techniques that provide new opportunities. Coaching is an important tool for influencing the performance of individuals and the organization as a whole. Coaching helps to find creative potential in employees, gives them the opportunity to independently make decisions for various tasks, show initiative and take responsibility for what they have done.
Chapter 1. Concept of coaching
1.1 History of coaching
Coaching (eng. coaching - training, training) is a method of consulting and training, it differs from classical training and classical counseling in that the coach (trainer) does not give advice and strict recommendations, but seeks solutions together with the client. Coaching differs from psychological counseling in the focus of motivation. So, if psychological counseling and psychotherapy are aimed at getting rid of a symptom, working with a coach (trainer) involves achieving a certain goal, new positively formulated results in life and work.
The Emergence of Coaching
Contrary to popular myth, the word “coach” is far from new. It is of Hungarian origin, and took hold in England in the 16th century. Then it meant nothing more than a carriage, a cart. Here one can see one of the deep analogies of the term - “that which quickly delivers to the goal and helps to move along the way.”
Later, in the second half of the 19th century, English students called private tutors by this term. In the early nineties of the 19th century, this word firmly entered the sports lexicon as the name of a sports coach, and then moved on to designate any activity related to mentoring, instructing and consulting.
Since the 1980s, coaching has been officially recognized in business. Currently, there are about 50 schools and about 500 types of coaching, ranging from VIP coaching to social work. It is believed that coaching as a separate profession was finally formed in the early 90s of the 20th century. In America, the coaching profession was officially recognized in 2001, thanks to the efforts of the International Federation of Coaches.
Currently, coaching continues to develop and improve, occupying more and more new areas of application.
Many theorists and practitioners of psychology have influenced the development and evolution of the field of coaching since the turn of the century. Coaching is built on discoveries, almost all of which were first made in other fields. It can be simply considered a consolidated collection of effective principles, techniques and approaches.
The predecessors and origins of coaching are:
* Humanistic approach to psychotherapy.
* Daniel Goleman's work in the field of emotional intelligence.
* Socratic methods of dialogue.
* Methods of the most advanced sports trainers.
It is believed that it was Gallwey who defined the essence of coaching. Coaching is about unlocking a person's potential in order to maximize their effectiveness.
There are many definitions of coaching, the most famous are:
Coaching is self-realization training in the form of a conversation. Where the trainer (coach) is responsible for the course of the conversation, and the client (player) is responsible for its content.
Coaching is the art of creating, through conversation and behavior, an environment that facilitates a person's movement toward desired goals in a satisfying way.
Coaching is the process of the coach creating conditions for the comprehensive development of the client’s personality.
Coaching is the art of facilitating the performance, learning and development of another person. (Myles Downey, "Effective Coaching")
Now the term “coaching” is widespread in all economically developed countries. It is especially widely used in the field of human resource management (HR management). Many countries are experiencing a personal training boom. Almost every enterprise whose managers care about a stable and growing business has an official position of a trainer-coach. His technology helps people grow above themselves, learn new skills and achieve greater success. Personal and corporate goals became more conscious and consistent. Coaching is called a profession of the 21st century.
Types of coaching:
In terms of application, coaching is divided into:
Career coaching
Business coaching
Personal Performance Coaching
Life coaching.
Career coaching is career counseling, which includes assessment of professional capabilities, assessment of competencies, career planning counseling, choice of development path, support in job search, etc., related issues.
Business coaching is aimed at organizing the search for the most effective ways to achieve the company's goals. At the same time, work is carried out with individual company managers and teams of employees.
The essence of life coaching is individual work with a person, which is focused on improving his life in all areas (health, self-esteem, relationships).
Based on participants, coaching is divided into:
Individual
Corporate (group)
By format:
Face-to-face (personal coaching)
Correspondence (coaching by phone and/or online)
Let's start by finding out who the coach is.
A personal coach is a successful, accomplished person who has systemic knowledge to help the customer achieve any real goal.
A coach is invited, first of all, to work together to achieve a goal, to provide professional support and encouragement.
You should hire a coach if:
Your goal is large-scale and grandiose for you, and preliminary study of various aspects of its achievement with a coach will save your time, effort and money, and will also reduce the risk of “missed opportunities”;
You want to achieve your dream or goal in the most appropriate way, and learn to enjoy the very process of achieving it;
It is important for you to achieve results on your own, using all potential opportunities to the maximum;
You need to increase your efficiency and responsibility; Do you want to learn how to truly set your goals and implement them;
You strive to achieve balanced success in all areas of your business and life.
You can handle all this with the help of a competent coach. And he, in turn, will try to convey to you the basic principles:
Change is constant and inevitable.
Small changes lead to big changes.
Creating solutions is more effective than solving problems.
All players have the resources to find and create their own solutions.
People in general are fine.
This is what the coach himself believes in and tries to make you believe in it too. A competent coach, in the process of communication, leads his client to the feeling of these principles as something natural, self-evident.
The basis of a coach's work is:
Faith in people, which begins with faith in yourself. After all, helping a person’s talents to flourish is only possible if the coach can believe in himself, and thereby believe in others.
Trust in the world. A coach believes that the world supports us as we follow our own path. He knows that everything that comes into life has a deep meaning, you just need to try to find and comprehend it.
Mindfulness.
Through awareness, there is complete clarity about what the coach is doing, how he is doing it, what he is thinking, what he is feeling and why he needs it.
The coach knows that each person already has all the resources he needs to achieve his goal
The coach must also be ready to set ambitious goals. A coach is a person who himself strives to be bold in his desires, dreams, and the formulation of his values, and is obliged to teach this to his client.
1.2 Impact of coaching on organization and business coaching
Significant results are expected from managers every day: they need to keep up with the times, meet the demands of shareholders and steadily improve performance. The implementation of these plans requires a special approach to the formation and development of a team, which becomes impossible without the active participation of all its members and, often, expert support from specialists.
Let's consider coaching as a management style. Management style is a kind of “handwriting” in the actions of each manager, and a correctly chosen style allows the manager to create a productive and favorable environment in which the potential of employees to achieve the company’s goals is most fully and successfully revealed.
According to Kurt Lewin's theory, management styles are divided into three types:
Autocratic
Democratic
Liberal
With an autocratic management style, despite high labor productivity, subordinates experience low motivation, depression, aggression and a lack of team thinking. In a team where a democratic leadership style predominates, the manager strives to resolve issues collectively, inform subordinates about the state of affairs, delegate some managerial functions, and labor productivity is constantly increasing. The liberal style is different in that the leader takes a passive position. Work is distributed mainly by the employees themselves or by an informal leader.
Management styles were also considered by American psychologists Robert Blake and Jane Mouton. They developed a “management grid” scheme. The vertical axis of this chart ranks "concern for people" on a scale from 1 to 9. The horizontal axis ranks "concern for production" also on a scale from 1 to 9. Leadership style is determined by both of these criteria. Blake and Mouton describe the middle and four outermost positions of the grid as
1.1. - fear of poverty. Only minimal effort is required on the part of the manager to achieve the quality of work that will avoid dismissal.
1.9. - Holiday House. The leader focuses on good, warm human relationships, but cares little about the efficiency of completing tasks.
5.5. - organization. The manager achieves acceptable quality of task performance by finding a balance between efficiency and good morale.
9.9. - team. Through increased attention to subordinates and efficiency, the leader ensures that subordinates consciously join the goals of the organization. This ensures both high morale and high efficiency.
The management grid includes two components of a manager's work. The first is attention to solving production problems and tasks and the second is attention to people. The term “production” means not only the production of material goods, but also sales, payments, customer service, etc.
Little attention to solving production problems and people leads to the so-called “poor” management style (1.1).
Managers oscillate between style 1.9 (relationship management) and style 9.1 (objective-based management). To increase returns, managers “tighten the screws,” and when relationships between people begin to suffer, their “pendulum” returns to position 1.9.
In the middle of the grid is the "middle ground" style, or the balance between "carrot and stick."
Point 9.9 is characterized by the relationship between attention to people and solving production problems. The leader's style is characterized by achieving results through relationships or the human factor.
Blake and Mouton assumed that the most effective leadership style—the optimal style—was a 9.9 leader. In their opinion, such a leader combines a high degree of attention to his subordinates and the same attention to productivity. They also realized that there are many types of activities where it is difficult to clearly and unambiguously identify a leadership style, but they believed that professional training and a conscious attitude towards goals allows all managers to move closer to the 9. 9 style, thereby increasing the effectiveness of their work.
Blake and Mouton's management grid had a significant impact on the diagnosis of organizations and the activities of managers, making it possible to identify limitations and, on this basis, to develop and implement organizational development programs.
All these studies on types of management provided the basis for the search for a manager’s behavioral style, which allows for high productivity and a high degree of employee satisfaction. One of these technologies is coaching. It is the use of coaching in management that allows for advancement in two vectors at once. Employees achieve their goals, while developing, growing professionally and improving the culture of team interaction, feeling their value and contribution to the overall result of the company. The approach to management through coaching is based on a democratic management style. The manager demonstrates a respectful and trusting attitude towards employees; instructions and directions are replaced by dialogue between the manager and his subordinate. Using this management style, the manager acts as a coach for his employees.
Is it easy to be a manager-coach? Probably not. But a manager who uses coaching in everyday work knows: the quality of his work is determined, among other things, by the level of performance of his subordinates’ tasks, the team’s readiness for new challenges, and can directly influence the result of team work. The coaching approach encourages the independence and initiative of subordinates, allows subordinates to develop awareness in their actions, focus on results and responsibility for it.
One of the very important qualities of a manager-coach is the ability to listen and ask “strong” questions that encourage the subordinate to think actively without offering him ready-made solutions.
Now let’s find out what business coaching is.
The tasks of business coaching include:
Individual development of managers: development of emotional and motivational competence, development of a more effective leadership style, adaptation to a different corporate culture
Optimizing relationships: building working relationships, resolving conflicts, recognizing individual differences
Teamwork: strategy formation, analysis of team interaction, team unity to solve common problems
Types of business coaching:
Individual (customer and client are one person). Drawing up and support of individual development plans. Drawing up and supporting strategic business development plans
Situational coaching (no general topic, the subject of each session is determined by the client at the beginning of the session)
Systemic (the customer formulates the task, the client completes it with the help of a coach). Collecting and structuring feedback, choosing an area for development, forming a development team. Creation of an action plan and support of its implementation. Feedback analysis, correction of actions and behavior. Team (the entire team is the client). Individual interviews with team members. Consolidation and structuring of received information. Team sessions to unite the team and develop an action plan
1. 3 Uniqueness, work process and advantages of coaching
Recently, almost no self-respecting manager will deny the importance of personnel development and training for the development of the organization, for the development of business as such.
Naturally, companies that decide to take the path of “training” their own specialists have a lot of questions: who and what to teach; with what frequency; what the learning outcomes will be and how to determine whether the expected effect has been achieved; how to consolidate the learning result; what form of training do you prefer?
Let's look at mentoring, training and consulting and how they differ from coaching.
Training is an event whose purpose is to develop certain skills in its participant(s). The training is usually structured in such a way that its participants can look at their problems from the outside. After this, a kind of error correction plan is drawn up. This form of work gives students the opportunity to develop acquired skills. Training can be carried out internally or externally.
Consulting is a process during which the causes of problems that have arisen are clarified, and past personal experience is reviewed in the context of events that led to the present state of affairs, as a result of which an expert position on this issue is given. A consultant is usually an expert in a specific area of business or knowledge. As a rule, people who need help in solving complex and specific problems turn to a consultant.
Mentoring is one of the ways to transfer experience. In order to develop certain skills in an individual, you can provide him with a more experienced mentor who will teach him certain techniques and methods of work, and subsequently help him solve all the problems that arise during the work.
Coaching is a process that facilitates the implementation of learning and development and, consequently, increasing the competence and improving the professional skills of the student.
To achieve success, a coach needs to know and understand both the coaching process and the variety of styles, skills and techniques used in coaching.
Types of coaching for organizations:
· individual coaching conducted by a third-party consultant, usually for managers and executives;
· management coaching as employee management, focused on the development of the organization, increasing the efficiency of performers;
· group coaching aimed at a group of people without strict functional relationships;
coaching for a specific project, for example, forming a group of performers;
Systemic coaching is similar to group coaching, but is carried out with individuals between whom there are strong systemic connections in order to streamline interaction, clarify sensitive issues in a timely manner, take into account the interests of the organization as a whole and have its own specifics at each hierarchical step.
Coaching does not have one single correct implementation option. Its framework defines the desire to understand reality by obtaining reliable information about it and based on self-esteem, self-motivation, self-reliance, taking responsibility for one’s actions and life in general.
Its main tools are: active listening, questioning technologies, effective questions, training elements, and personal development plan (PDP) techniques.
In organizational coaching, proven techniques of modern management (SMART, GROW method, goal setting techniques) are successfully used.
Its key tasks are:
1. Definition of tasks and goals (setting targets, priorities);
2. Study of the current situation :(identifying available resources and limitations) coach: tries to understand the current situation (problem) by asking questions and actively listening;
employee: explores the situation and his attitude towards it together with the coach.
3.Identification of internal and external obstacles on the path to results :
coach: tries to understand what prevents the employee from achieving the goal, and help him in recognizing and exploring the obstacles;
employee: explores his internal and external obstacles.
4.Development and analysis of opportunities to overcome obstacles:
coach: asks questions and uses other methods that provoke the employee to find solutions and overcome limitations;
Employee: Explores opportunities to overcome obstacles.
5.Choosing a specific course of action and drawing up a plan:
coach: helps the employee in analyzing opportunities;
employee: analyzes possibilities, selects a specific option and draws up an action plan.
6. The coach and employee agree on what exactly needs to be done by the next meeting (certain deadline).
The result of all the work is a business plan and specific planned steps with established deadlines for their achievement.
It is necessary to highlight the following advantages of using coaching in personal and professional activities:
· Improving productivity. This is the main purpose of coaching.
· Staff development. Better staff training.
· Coaching involves rapid learning “on the job”, and this process brings joy and pleasure.
· Improving relationships in the team.
· Improving quality of life. Improved relationships and the resulting success change the entire work environment for the better.
· Better use of people's skills and resources. Coaching will reveal many previously unidentified talents among group members.
· The client’s personal effectiveness and the speed of his progress towards the goal increase many times over.
Greater flexibility and adaptability to change. In the future, the need for flexibility will become increasingly important. Enormous market competition, technological innovation, high-speed global communications, economic uncertainty and social instability create this need throughout our lives. In such conditions, only the flexible and adaptive can survive.
Having systematized the known data about the coaching process, I was able to identify its uniqueness and consider the process of its work.
Coaching is psychosynthesis, it is a kind of cocktail. It contains elements from all teaching methods. But still, coaching is a separate method with its own philosophy, technology and rules. And its adequate application provides a new quality of activity that is not available to other methods.
Conclusion for Chapter 1: Modern managers actively use coaching as one of the methods in personnel management. There was even a stable expression “coaching-style leadership.” The essence of coaching in personnel management is the use of coaching methods in interaction with employees. This is a certain style in conversation, open feedback, a method of setting goals and motivating employees, etc. Thanks to this, more open, trusting relationships are established between employees and managers, and the microclimate in the team improves. With the help of coaching methods, it is easier for a manager to move from a directive leadership system to management by values and goals. In addition, the use of coaching in management allows you to more effectively develop the corporate culture of the organization. Therefore, we can say that coaching is effective in management from all points of view and the implementation of its methods can lead to qualitative changes in your company
Chapter 2. Coaching in Mary Kay company
2.1 About Mary Kay
Mary Kay was founded by Mary Kay Ash in 1963. Today it is one of the largest direct-selling cosmetics companies in the world, with annual sales of more than $2.5 billion in wholesale prices. The Company's cosmetic products are sold in more than 35 countries around the world, and the number of Independent Beauty Consultants exceeds 2 million.
The company's headquarters are located in Edison, a suburb of Dallas, Texas, USA.
The company's main sales markets are in China, Russia, Mexico and the USA.
The company is a member of the Direct Selling Association, represented in many countries, and at the same time is a member of the World Federation of Direct Selling Associations.
The Mary Kay representative office in Russia has been operating since 1993. Mary Kay CJSC has an office, warehouse and Consultant Service Centers in Moscow, as well as Regional Centers in Tyumen, St. Petersburg, Khabarovsk, Krasnoyarsk and Yekaterinburg.
CJSC Mary Kay conducts its business using the direct sales method. The Company's products are sold by Independent Beauty Consultants. They set their own work schedule, create a team and plan sales. The company provides them with the necessary support in this. The most successful Consultants who are committed to developing their careers with Mary Kay can eventually complete a 4-month qualification program and receive the status of Business Group Leader. This status is valued very highly in the Company; only a few achieve it - about 1.2% of Independent Consultants. Since each Beauty Consultant is an independent entrepreneur, the Business Group Leader is not its official leader. At the same time, he forms his team and takes care of it, teaching people sales, building a business, introducing them to the Company’s products and its corporate culture, inspiring and supporting them. It is important to note that the transition to leadership status entails significant changes in the life of the Leader himself, as it implies the acquisition of new knowledge and skills and a completely new role.
2.2 Project implementation
The HR department organized all work from a cross-functional project perspective. A project team was formed, the roles of whose participants were distributed as follows: Market Development Department - bearers of internal expertise, HR - bearers of the project methodology, external training provider - bearer of new knowledge and technologies.
10 specialists from the Market Development Department were selected to participate in the program. Its driving force was the expectation of changes in business processes, namely:
· an increase in the number of outgoing calls, during which there is interaction between specialists from the Market Development Department and Business Group Leaders,
· changing the nature of these calls: the task of employees during the call is not so much to offer the Leaders a ready-made solution, but rather to jointly analyze business results, identify strengths and weaknesses, direct Leaders to develop and understand that difficulties can be overcome with proper business management. This is a key change aimed at making calls more productive. It implies a change from a reactive approach to work to a projective one.
The project was implemented in 4 stages:
The 1st stage included two activities: diagnostics of the level of development of certain competencies of training participants and a tender for selecting a training provider.
The order received from the Sales and Market Development Department initially formulated those competencies that allow its specialists to be successful in a new project:
· persuasiveness in communication,
· ability to motivate Leaders for development,
· creating an atmosphere of trust in the conversation (so that the Leader feels supported on behalf of the Company and sincere interest in his success),
· ability to develop in Leaders the ability to analyze their results,
· self-motivation and ability to self-learn.
In this case, the development of brevity and conciseness in conversation, the ability to stick to the main line of the conversation and keep the interlocutor on it are of no small importance.
Many of these competencies are embedded in the Mary Kay competency model.
Diagnostics were carried out using 3 types of tests: analysis of verbal information, analysis of numerical information and a test for measuring basic profile competencies. Due to the expected increase in the number and quality of telephone calls, it was important to assess the initial level of development of analytical skills of the Market Development Department employees. Additional communication tests were also carried out, the need for which was determined by the special communication style that exists in the Company.
The main results of the testing were confirmation of the presence of the required competencies among program participants and identification of ways for their further development. Personnel training and development specialists formulated specific recommendations that were taken into account when developing the content of the training program.
The tender for selecting a training provider was started with large companies that offer classic coaching and train coaches in long-term courses. Communicating with them and analyzing the situation at Mary Kay, training specialists came to the understanding that training employees of the Market Development Department requires effective communication skills with coaching elements to a greater extent than coaching in its pure form. As a result, the choice of provider was made in favor of one of the training companies.
To clarify the content of the program, the provider conducted its incoming testing in mini-assessment mode using cases. Such indicators as emotional intelligence, empathy, and mastery of certain communication techniques were tested.
Stage 2 - conducting a two-day training “Coaching Techniques”. The training concept was proposed by the provider and finalized with the participation of other members of the project team. The emphasis was placed on the applied nature of training, its maximum focus on practice.
During the training, participants:
· got acquainted with the basics of coaching technology,
· mastered feedback techniques based on the results of the implementation of sales plans by Business Group Leaders,
· learned to conduct a competent conversation in the coaching style using the ORID, GROW, SCORE models, choosing the appropriate model for the situation,
· mastered the technology of conducting telephone conversations with Leaders in the style of a conversation that develops and motivates to achieve goals.
The support of the leaders of the Market Development Department was of great importance for the second stage of the project. They took part in the preparation and implementation of the program, helping to create cases and motivating employees to learn.
