Coursework: Coaching as a modern approach to personnel training and development. Project on the topic: coaching in education as the implementation of the requirements of the Federal State Educational Standard

Svetlana Kopylova
Coaching in teaching staff management

Coaching in teaching staff management.

From thirty years of work in preschool pedagogy For seven years now, my functional responsibilities have included managing the staff of a preschool institution. From the very first steps to this day, as a leader, I have always recognized and listened to the opinions of my employees, understanding that each person working in our organization is valuable in their own way, each is capable of bringing their own unique vision to the development of our entire organization. But after a while I began to think about the fact that those who come to kindergartens teachers, even if they have a higher education, they often do not understand why they came to this profession, what are the prospects for their future professional activities. Without clear plans, teachers Having worked in a kindergarten and considering this work too responsible and poorly paid, they often leave the profession. There was a need to think through such forms of work with teachers, which are able to motivate them and bring them to the realization “Why am I here? What can I do now? Where to move next in your profession? For what?"

I needed new approaches to team management. To develop your organization, to unite team of like-minded people, conscious, motivated employees, I tried to apply coaching in working with teachers. This form of promotion pedagogical competence as coaching is little used in education, but it contributes to both personal and communicative development of specialists, and also as an effective tool for supporting managerial work and organizational changes in an educational institution.

"Coaching(English: Coaching - to instruct, train, inspire for special purposes) is the disclosure of a person’s potential in order to maximize his effectiveness" (T. Gallwey).

Coaching is a process leading to increased professional competence or growth of personal qualities coachee, where the main goal is not to achieve material results, but to develop a person’s ability to see paths, make decisions and bear responsibility for them.

By introducing this innovative method into administrative work, I realized that coaching in a preschool institution is one of the most effective forms of preparing teachers for pedagogical activity. After all, it is from the position coaching The manager recognizes the value of his employees, builds a mutual dialogue with them, based on attention to human manifestations, on the recognition of the validity of the opinion of another person and on motivation to achieve common organizational goals.

General basis coaching can be described in several ways words:

1) partnership;

2) unlocking potential;

3) result.

Coach - consultant, mentor, stimulates creative search for solutions and supports determination teachers achieve goals and make changes in your professional activities. In other words, in the process coaching teachers find their, a unique way to achieve a goal, and coach creates a creative atmosphere, a special space for searching for alternatives, an atmosphere of trust, where the teacher feels that his ideas and proposals do not go unnoticed

In progress coaching the manager does not instruct teacher, does not give him instructions, but asks questions that help the teacher better understand the task assigned to him, evaluate it from a new perspective, and find the most effective way to solve and implement it in practice using the necessary resources.

Coaching- these are more questions than a story...

Powerful questions are not to gather information, but to invite a person to listen to himself, help him create ideas and get his solutions;

Powerful questions invite self-reflection, provide additional solutions, and lead to creativity;

Powerful questions invite a person to look inward or into the future;

Powerful questions remove restrictions and give room for ideas....

Coaching– This is developmental consulting. The difference between conventional counseling and coaching is, What coaching There is an active form of training aimed at personal support of professional activities. The basis of this technique is interactive communication, discussion (question-answer, where teacher does not receive advice and recommendations, but only answers questions asked of him coach, and he himself finds reserves and ways to solve his problems.

Difference coaching from mentoring in that it is aimed at personal support of professional activities teacher. Its key element is creating awareness and responsibility in another person, facilitating his movement towards solving personal and professional problems. And the main tool is open questions that stimulate awareness, which do not contain criticism, evaluation or advice. By interacting in this way, we contributed to the growth and development of the individual teacher.

Also coaching has proven effective in providing three areas manuals:

a) the communication area, which includes the intentions, vision and goals of the organization;

b) building relationships and facilitating interactions that lead to high-performing teams;

c) ensuring high efficiency of execution and obtaining results.

Teachers became more aware of the current situation and the requirements of management. In addition, they understand that everyone's opinion has a certain meaning for the leader. All this had a positive impact on the productivity of the preschool educational institution.

We have noted the advantages coaching in preschool educational institutions due to the flexibility of this organizational forms:

This is a mixture of psychotherapy, heated discussion, expressing ideas using the method "brainstorm", stories about personal stories pedagogical success.

The main thing is not to direct teacher, but to create conditions for him to find solutions himself.

Principle "Do it for me"- practically has no effect.

Methods we used to conduct pedagogical activities using coaching:

Case study method. Case (from English - case, situation)- this is an analysis of a situation or a specific case, a business game. It can be called case study technology, "special case". The essence of the technology is that it is based on descriptions of specific situations or cases (from English "case"- case). The case presented for analysis should reflect a real life situation. Secondly, the description must contain a problem or a series of direct or indirect difficulties, contradictions, hidden problems for the researcher to solve. Thirdly, in the process of working on a case, additional informational support is often required for the participants in the work on analyzing the situation. Ultimately teachers find their own conclusions and solutions from a problem situation, and often in the form of ambiguous multiple solutions.

Interviewing method. In an interview, one asks the other, but does not express his own opinion. Interviews can be individual or group.

Method "Brainstorm". Brainstorming is one of the most popular methods for stimulating creativity. It is widely used in our institution to find unconventional solutions to a wide variety of problems. This method actively develops concentration. Its goal is organization collective mental activity to find unconventional ways to solve problems. The brainstorming method is divided into two stages of solution tasks: Ideas are first generated and then analyzed and developed. Thus the group is divided into "author" And "criticism", which are implemented at different times.

Method "Moderation". Moderation usually refers to a guided interactive process of interaction between group members for the purpose of independently developing and making a group decision, when the role of the moderator is to stimulate the activity of group members and ensure their equality. Moderation is a way of conducting professional meetings that leads to results faster and allows all participants to make common decisions as their own.

As the main competencies of a manager - I want to highlight the coach: ability to actively listen, ask strong questions; the ability to provide assistance in defining a goal, drawing up a plan, making decisions; ability to stay focused on results; the ability to inspire, motivate, relieve anxiety and stress; ability to give feedback. For teachers These qualities of a leader are very important, because often young specialists, who require especially close attention at the beginning of their career, do not have the necessary connection with their leader, do not receive full feedback, and do not have the opportunity to effectively plan their activities.

To make a meaningful, positive contribution to development teacher, I set guidelines for myself in communication:

Treat as an equal

Give your time and attention

Listen to all points of view

Believe that everything will work out

Challenge

Charge with enthusiasm

Give support

Give respect and trust

Coaching as a form of preparation teachers to organize teaching activities:

Allowed to develop abilities teachers in the field of effective interaction with children, parents and colleagues;

Provided effective assistance in achieving their goals in their professional activities;

Allowed to let me down teachers to adequately solve problems that arise in the organization pedagogical activity;

Helped to accept teachers responsibility for the choices made and actions in communication with parents and children.

I would like to point out that the main rule in coaching can be considered something that you can’t always get a guaranteed result; what works with one may not work with another. But we still have the result saw: the teaching staff has become stable, there was a team spirit, teachers They became more active participants in all events at the preschool educational institution, and most importantly, creative thinking and sparkles appeared in their eyes.

In my article I wanted to talk about the meaning coaching for education. Coaching can be called a synthesis of training pedagogical technologies. This is not just a method of interaction between people, it is a way of mutual thinking, mutual search for difficult solutions, a method of answering strong questions. In conclusion, I would like to quote John's words Whitmore: “We are more like an acorn that contains within itself all the potential to become a mighty oak tree.” As you know, creativity cannot be taught. However, you can teach people to learn creatively and achieve success.

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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, differs from classical training and classical counseling in that the coach (trainer) does not give advice and strict recommendations, but looks for 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.

Based on my lectures

Some specific terms have been adopted in coaching technology.

Coach(English coach - trainer) - a trainer conducting a lesson, a coaching specialist.

Client, aka player, champion or coaches(different schools of coaching use different names for the same concept) - a participant or group of coaching participants.

Coaching session (coaching session) is the main form of interaction between a coach and a client: a conversation, structured in a special way with the help of questions that lead the client-player to an awareness of the goal, the possibility and method of achieving it and further to accepting responsibility for its achievements.

Coaching format(format for participation in a coaching session) is a method of interaction during a coaching session, depending on the means used. The main formats used in coaching: face-to-face (direct communication) and correspondence (indirect, remote communication - by phone or via the Internet).

In general, work on coaching technology can be represented by a sequence of four main stages:

1) goal setting;

2) identifying the real state;

3) developing a path to the goal;

4) achieving the goal (the so-called “stage of will”, in which the developed method, the path to the goal, is implemented).

The main method in conducting a coaching session is questions that stimulate the client’s activity at all stages of the implementation of coaching technology. Examples of such questions: What do you really want? Why is this important to you? How can you achieve this? How will you know when you have achieved this?

One of the characteristic techniques for conducting a conversation in coaching is the technique of repeating questions. For example, after listening to what, in the client’s opinion, achieving a goal will give him, the coach asks: “And what else?” - and after the client’s next statement, he repeats his question. As a result, the client realizes his true motivation and formulates his goal as clearly as possible.

Another effective technique is thought visualization. For this, schematic images are used (see example in the picture) to help the client better formulate a thought, develop it consistently, concentrating on the subject of his goal.

In conclusion, there are a number of advantages and disadvantages of coaching.

Among the undoubted advantages This technology includes the active position of the client-player, allowing him to gain confidence that an important goal will be achieved. Another advantage of coaching is due to the special position of the coach-trainer, who helps the client, but does not decide anything for him. This is especially important when the client is already an accomplished professional who is much more comfortable finding a solution himself than learning “simple things” from someone else.

TO shortcomings coaching technology has significant limitations on its use in the pedagogical process. These limitations are a consequence of the fact that coaching is focused on unlocking the potential of an already formed personality, on increasing the effectiveness of people who already have certain life and work experience. Therefore, the scope of its application does not extend to the formation of personality in the process of general and vocational education.

Federal Agency for Education

State educational institution

higher professional education

"VOLGOGRAD STATE PEDAGOGICAL UNIVERSITY"

Faculty of Economics and Management

Department of Economics and Management

COURSE WORK

in the discipline: PERSONNEL MANAGEMENT

on the topic: COACHING AS A MODERN APPROACH

TO TRAINING AND DEVELOPMENT OF PERSONNEL

Work completed:

3rd year student

correspondence courses

majors in economics and management

groups UP-3

Popova I. E.

I checked the work:

assistant professor

Golovchanskaya E. E.

Our world is changing rapidly. New technologies, new products and products appear. The market is in continuous movement. The volume of information is growing every day. And in these difficult conditions, Russian entrepreneurs have to conduct their business.

If we turn to the definition of “entrepreneurial activity,” then this is “an activity carried out at one’s own peril and risk with the aim of making a profit.” It is “their own fear and risk” that encourage managers to look for effective solutions, master other technologies, methods and approaches, and make changes to the structure and activities.

The need to take into account the human factor in work arose due to the increasing complexity of production, on the one hand, when the cost of human error increased significantly, and also due to increased competition.

That is why many different technologies have appeared in the field of personnel management that make it possible to more successfully manage people. All kinds of certifications, management by goals, events aimed at developing corporate culture and maintaining corporate spirit, training, coaching, actions designed to speed up the adaptation of new employees, working with reserves - this is not a complete list of what is carried out in a modern organization.

One of the main tools for an organization’s “survival” is investing in people, i.e. attracting outside specialists or training and rotation of our own staff. Due to the great uncertainty of the human factor, the risk of such investments is very high (they will undergo training and leave). However, the attractiveness of this approach is very high: without the cost of re-equipment, the acquisition of technical equipment, or the expansion of office, production or retail space, the productivity of an enterprise can be significantly increased. When analyzing investments, it was revealed that investments in personnel training and development make it possible to receive a profit 2-3 times more than the same investments in equipment and technology.

All activities carried out with people can be divided into two categories: those aimed mainly at stimulating the employee’s own activity and the employee’s passive acquisition of the skills necessary for successful work in the organization. The second way is easier, since it involves working “following a model”, while leaving out the individual characteristics of the student and his motivation. Working with the student’s own activity, creating conditions that encourage him to consciously successfully implement his plans, is more complex, but interesting.

Currently, various methods and approaches are used in the field of management. And coaching is recognized as one of the newest, combining various methods and techniques that provide new opportunities, as an important tool for influencing the performance of individuals and the organization as a whole. Modern management in the coaching style is a view of employees as a huge additional resource of the enterprise. Where each employee is a unique creative person, capable of independently solving many problems, taking initiative, making choices, taking responsibility and making decisions

In this regard, it would be not only interesting, but also relevant to consider this method of training personnel.

The purpose of the study is to systematize theoretical knowledge about coaching as a modern approach to personnel training and development,

1. Analyze the data and ideas available in the literature about the emergence of coaching as an approach to personnel training and development.

2. Systematize known data about the coaching process and identify its uniqueness.

3. Describe the history of creation and study the specialization of JSC "NP Confil".

4. Analyze existing methods of personnel training at JSC "NP Confil".

5. Propose an algorithm of actions to improve the process of personnel development and training at JSC "NP Confil".

The topic of coaching is not sufficiently addressed in modern literature. One of the most famous books on coaching is the work of J. Whitmore, “High Performance Coaching.” Also popular are the books by J.K. Smart “Coaching”, S. Trope and J. Clifford, “Coaching in Education: A Guide for the Trainer and Manager”. Domestic material is presented by the following authors: T. S. Bibartseva, V. E. Maksimov, A. V. Ognev, S. V. Petrushin, V. A. Spivak. However, they have many contradictory points among themselves. This determines the novelty of my research.

The work consists of an introduction, three (theoretical, analytical and project) chapters, a conclusion, a list of references and applications.

Contrary to the prevailing 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.”

Currently, coaching continues to develop and improve, occupying more and more new areas of application.

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.

So, the definitions of coaching:

· determine goals and optimal steps to achieve them;

· increase independence and responsibility;

· receive satisfaction from your activities;

· learn to find new ways of effective cooperation;

· quickly make the necessary decisions in difficult situations;

· align individual goals with organizational goals;

· make your life richer;

· open up new opportunities;

Earn more and spend less

Business coaching allows you to effectively solve the following problems:

· creation of cohesive working teams;

· bringing new products and services to the market;

· non-material motivation of personnel;

· change management;

· entering new markets;

· project management (from department to organization);

· increasing sales efficiency;

· creation of project teams;

· formation of competitive advantages;

· positioning of a product or company.

· training.

Below are the most obvious uses of coaching in working with personnel:

· Staff motivation.

· Grade.

· Delegation of powers.

· Problem solving.

· Settlement of relationships.

· Planning and checking.

· Work in groups.

· Execution of tasks.

· Staff development.

To achieve your goals, coaching uses scientifically based methods, personal growth techniques and practical experience. No other teaching method takes into account a person's personal history to draw on their best qualities.

Coaching does not give “valuable advice”, but puts real methods and skills at the client’s disposal. Their use will allow you to independently find the necessary, working solutions that are optimal for the individual and the company in a specific situation. This technology reliably adapts the organization and the individual to the highly competitive market. It is the level of efficiency and productivity of the organization that is a huge resource, the use of which is not yet fiercely competitive.

A company's competitive advantage does not lie in its knowledge of information technology - everyone has it. You won’t find it in the area of personnel knowledge either - almost every “good” manager today has an MBA degree. The effectiveness of an organization is influenced not by what the staff can and knows, but by what they want to do and how they do it. Coaching allows you to get proactive and active employees who, at their own discretion, give 100%.

This new style of people management allows employees to feel that they care and are truly cared about.

In support of the above, I would like to cite the results of a coaching study conducted by Manchester Inc. in 1999.

Companies that order coaching for their managers have noted the following improvements:

· increased productivity (53% according to managers);

· improving the quality of products and services (48%);

· strengthening the organization (48%);

· reduction of consumer complaints (34%);

· increase in final profitability (22%).

Managers noted improvements in the following areas:

· working relationships with direct subordinates (77% according to managers);

· working relationships with direct supervisors (71%);

· teamwork (67%);

· job satisfaction (61%);

· reduction of conflict (52%);

· commitment to the company (44%);

· work with clients (37%).

Having analyzed the data available in the literature on the emergence of coaching as a method of training and development of personnel, I came to the following conclusion:

Coaching is very effective and modern in working with subordinates. This method appeared relatively recently, but has already taken its rightful place among its predecessors. After all, its technology helps staff learn new skills and achieve great success, and the enterprise reach a new level.

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.

Method	Target	Use situation	Existing restrictions.
1. Training	The acquisition of specific skills, sometimes a change in attitude towards work.	When the performer lacks knowledge and skills to perform the job effectively.	The need to “transfer” skills from the classroom to reality. Often (but not always) a personalized approach.
2. Professional consulting	Solving a problem by “purchasing” this solution.	When the problem is in a certain “expert area” and cannot be effectively solved within the organization (there is no time, knowledge and it is more profitable to buy a solution “outside”).	Costs must be carefully calculated. A consultant must be able to manage effectively. As a rule, there is no (or limited) increase in the client's competence regarding ways to solve the problem.
3. Mentoring	Solving the problem through the exchange of experience.	When there are employees within the organization who are competent in solving certain issues. When it is necessary to transfer the experience already accumulated within the organization from more experienced to less experienced employees.	Basically, “ready-made” solutions and “wisdom of the past” are transmitted. This rarely promotes the development of new initiatives.
4. Coaching	Solving the problem through the development of independence and responsibility for results in the employee.	When an employee’s ability to innovate and a sense of personal responsibility for the result are critical for the success of a business.	Requires special skills from the “coach”. The organization should encourage autonomy, responsibility and enterprise among employees.

· 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 the formation

· groups 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.

1. Definition of tasks and goals (setting targets, priorities);

2. Study of the current situation :( identification of 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 to the result :

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.

I believe that the benefits of coaching over traditional forms and styles of teaching are undeniable. After all, thanks to coaching, a person develops new abilities and skills that increase his effectiveness.

The organizational structure of JSC "NP Confil" has a linear-functional form. Three deputies report to the General Director: Deputy for Economics and Finance; production deputy; Deputy for Commercial Affairs.

The Deputy for Economics and Finance reports to the accounting, financial and economic departments, as well as the planning and forecasting department.

The production departments are subordinate to the deputy for production: candy; caramel; marmalade.

The Deputy for Commercial Affairs reports to two departments: commercial and trade.

The number of personnel at JSC "NP "Confil" is 1,100 people. This is a long-established and professional team. Everyone working at the enterprise is interested in the quality of products and the technical development of production. After all, sales volume, expansion of sales markets, and how consequence, making a profit.

The company has an in-house training program for managers. This program includes trainings that help you gain new knowledge and skills. Training takes place at a special center. The intensive vocational training course lasts one month.

Also at JSC "NP "Confil" there are courses that provide practical training for corporate employees - sales representatives.

Engineering and technical personnel are sent to external advanced training and certification courses once every three years.

Let's look at the table:

table 2

Training and development of personnel at JSC "NP "Confil"

The process of learning shows that people learn from their experiences and their experiences, whether they occur by chance or are sought out intentionally, in the form of attending lecture courses or open learning programs. Having received a learning experience, people consciously or unconsciously reflect and therefore draw conclusions that encourage them to plan different actions next time. This, in turn, leads to new experiences, and the cycle begins again.

Learning can be described as the process of acquiring and assimilating new knowledge and skills. It is also considered to be a long-term process.

This process has no beginning, middle or end. Depending on the learning situation, people can enter this cycle at any point. However, learning will be most effective when you take the opportunity to go through all the stages of a given cycle.

Let us note the negative aspects of each type of training at JSC "NP "Confil":

The disadvantages of accelerated courses are: the difficulty of relatively long on-the-job training for workers, their high cost for the enterprise, and the audit form of classes.

Refresher courses are not conducted often enough and are mandatory, which leads to their low effectiveness.

The need to “transfer” skills from the classroom to reality is a disadvantage of training.

Having analyzed the existing methods of personnel training at JSC NP Konfil, I would like to note that there are a number of negative aspects in the system of training and personnel development at this enterprise:

· expensive cost of training activities;

· ineffective audit form of training;

· inconvenience of training for staff.

This issue needs to be dealt with more carefully in order to increase professional literacy, develop creative abilities, improve the quality of life of staff and naturally increase the profit of the enterprise.

Since CJSC People's Enterprise Confil is the largest confectionery enterprise in the Lower Volga region and is one of the twenty largest confectionery factories in Russia, the personnel policy certainly needs to be improved.

Today, organizations that pay special attention to the training and development of their employees are becoming leaders in their industries. Improving the quality of employee knowledge is one of the promising tasks of the personnel management service - by achieving maximum efficiency in understanding educational material, the company not only receives highly professional personnel, but also optimizes its costs for employee training. A high result of personnel training can only be ensured by joint responsibility for the quality of all participants in this process - the HR director, training participants, and organizational leaders.

Development and advanced training of employees allows training not to be based on abstract examples, but depending on specific situations that arise in the company. Their simulation in the classroom helps to solve real problems and current business problems in a short time; employees receive the appropriate tools for this. This approach increases their internal motivation to acquire new knowledge and master skills.

During the work, the following activities were carried out:

Analysis of data and ideas about the emergence of coaching as an approach to personnel training and development.

Systematization of data on the coaching process

Revealing what makes coaching unique

Study the specializations of JSC "NP Confil".

Analysis of existing methods of personnel training at JSC "NP Confil".

Creation of a project to improve the process of personnel development and training at JSC NP Confil.

Based on the conducted research, the following conclusions can be drawn:

1. The enterprise under study, CJSC People's Enterprise Confil, has been operating since 1887. It is the largest confectionery enterprise in the Lower Volga region and is one of the twenty largest confectionery factories in Russia.

2. Having studied the area of activity of JSC "NP Confil", it was concluded that a lack of knowledge in the field of management, marketing, and personnel management can be fatal for an organization in modern conditions. Therefore, of particular importance for business is the organization's ability to develop highly qualified specialists by providing a continuous learning process.

3. In order to improve the process of development and training of personnel of this company, it is proposed to introduce a coaching methodology. Currently, the topic of coaching has become one of the most popular in the field of management and consulting. According to European experts, this is one of the effective methods in management. Most coach consultants define it not only as a method of direct training, but also as a philosophy, a system of technologies and methods aimed at setting and achieving goals as quickly as possible.

Coaching as a new form of counseling support emerged in the early 1980s. At first, this term was understood as a special form of training for athletes claiming outstanding results. Then successful and aspiring businessmen, politicians, public figures and show business stars began to request coaching as an effective technique for achieving serious personal goals.

In the 1980s, coaching began to play an important role in business, but for a long time was the privilege of only senior managers. Soon the effectiveness of coaching became known throughout the world. But a serious attitude towards the role of coaching in the field of organizational development was prepared by works on situational leadership, where coaching is considered as a leadership style aimed at developing initiative and independence of subordinates. Now this expensive, but very effective way of achieving specific results in life and business is gaining recognition in Russia.

4. Coaching is a technology that moves from the problem zone to the effective solution zone. This is a system that allows you to see and feel new approaches and opportunities, allows you to unlock your potential and “put things in order” in many areas of life. Coaching is an interaction between partners, and the coach in this interaction does not act as a consultant, does not give advice or recommendations.

5. In order to develop the personnel of the company under study, JSC NP Confil, a project was developed as part of a comprehensive program for the development of human resources. The study showed that the philosophy of coaching is located in the zone of proximal development of employees of this enterprise.

The project involves four areas of work:

· Preparation of personnel for the implementation of a coaching system;

· Development of technologies and tools;

· Training of internal coaches;

· Development and development of the project concept.

I assume that the focus on unlocking the potential of employees, intellectual and financial investments in personnel development will certainly bring significant dividends to the company.

In the future, it is necessary to develop a methodological basis for the project to introduce coaching, which will be replenished and developed along with the development of the company’s personnel.

This work has shown the undeniable advantages of coaching compared to traditional forms and styles of teaching, both in theory and in practice. Now I am sure that everyone who trains or manages people should master coaching skills. In the foreseeable future, the ability to work with people will be in even greater demand in business, in the service sector, in schools, and in sports.

Books

1. Vagin I.O., Gluschai A.I. "How to become the first. Practical coaching in Russian", // M.: ASTREL, 2004. – 90 p.

2. E. Grant, J. Green “Decision-making coaching” / St. Petersburg: Rech, 2001. – 82 p.

3. Gabitov I.S. Personnel policy. / Ufa, RIO BAGSU, 2007. – 276 p.

4. Maksimov V.E. “Coaching from A to Z. Everything is possible,” / St. Petersburg: Rech, 2004. – 123 p.

5. Ognev A.V., “Organizational consulting in the coaching style,” // St. Petersburg: Rech, 2007. – 122 p.

6. E. Parslow, M. Ray. "Coaching in training. Practical methods and techniques", / St. Petersburg: Peter, 2007. – 165 p.

7. Rogachev S.A. "Coaching: possibilities for application in business", // Rostov-on-Don: Fitness, 2005. – 87 p.

8. Savkin A.D., Danilova M.D., “Coaching in Russian: the courage to desire,” // St. Petersburg: Rech, 2005. – 87 p.

9. Samukina N.V., Turkulets N.F. “Coaching is your guide in the world of business”, // St. Petersburg: Peter, 2006. – 95 p.

10. Spivak V.A. Organizational behavior and personnel management. /SPb.: Peter, 2006. – 416 p.

11. S. Trop, J. Clifford, “Coaching in training. A guide for trainers and managers,” / St. Petersburg: Peter, 2008. – 63 p.

12. J. Whitmore. "New style of management and personnel management" /Trans. from English - M.: International Academy of Corporate Management and Business, 2006. – 160 p.

13. J. Whitmore. "High Performance Coaching." /Trans. from English - M.: International Academy of Corporate Management and Business, 2005. – 168 p.

14. D. Harris, “Coaching. Personal growth and success,” / St. Petersburg: Rech, 2003. – 75 p.

Articles from magazines, collections and newspapers

1. Ershova R.V. Theory and practice of educational psychology: XXI century. - Collection of scientific articles, issue 4. Kolomna, 2006.

2. “Coaching: origins, approaches, prospects. Collection of articles,” / St. Petersburg: Rech, 2003.

Electronic resources

1. R. Camp. Coaching: Finding best practices that lead to operational excellence. // http://ns.mibif.indi.ru/library/html/book/index.htm

2. S. Shiba, A. Graham, D. Walden. "New in personnel management // http://ns.mibif.indi.ru/library/html/book/index.htm

3. Website of JSC "NP Konfil" http//www.konfil.ru

J. Whitmore High Performance Coaching. /Trans. from English - M.: International Academy of Corporate Management and Business, 2005. – 168 p.

E. Grant, J. Green “Decision-making coaching” / St. Petersburg: Rech, 2001. – 82 p.

D. Harris, "Coaching. Personal growth and success", / St. Petersburg: Rech, 2003. – 75 p.

Maksimov V.E.. “Coaching from A to Z. Everything is possible,” / St. Petersburg: Rech, 2004. – 123 p.

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 make 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 for 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
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
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		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.
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 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

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 comprehensive 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

Skill independently determinethe goals of their learning, set and formulate new tasks for themselves in their studies and cognitive activity, develop the motives and interests of their cognitive activity;

Skill plan independentlyways to achieve goals, including alternative ones,consciously choose the most effectiveways to solve educational and cognitive problems.

Skill correlate your actions with the planned result, monitor their activities in the process of achieving results, determine methods of action within the framework of the proposed conditions and requirements, adjust their actions in accordance with the changing situation;
Ability to evaluate the correctness of completing the educational task, one’s own capabilities for solving it;
Possession of the basics of self-control, self-esteem, decision-making and making informed choices in educational and cognitive activities;

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):

Goal setting
Reality assessment
Search and make selections (optins)
Action Planning (Will)

Meta-subject results of mastering the main educational program should reflect:

Federal State Educational Standard of Secondary (complete) general education grades 10-11

Coaching

Ability to independently determine activity goals and draw up activity plans; independently carry out, control and adjust activities; use all possible resources to achieve set goals and implement activity plans, choose successful strategies in various situations;

the formation of the foundations of self-development and self-education in accordance with universal human values and ideals of civil society, readiness and ability toindependent, creative and responsible activity;

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 the classroom, 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!)

Coursework: Coaching as a modern approach to personnel training and development. Project on the topic: coaching in education as the implementation of the requirements of the Federal State Educational Standard

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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.

Let's look at mentoring, training and consulting and how they differ from coaching.

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;

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.

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.

Chapter 2. Coaching in Mary Kay company

Method

Target

Use situation

2.1 Balance wheel. Application in individual and group work... ..26

3.2 Designing an educational event in the format of a team coaching session

3.3 Designing lessons using a coaching approach

Explanatory note

Trusting relationships as the basis of developmental interaction.

Math lesson in 6th grade. Topic “Scale” (I wrote these lesson goals for myself as a teacher)

Geometry lesson in 8th grade. Theme "Parallelogram". (I wrote these lesson goals for children)

Algebra lesson in 10th grade Topic “Dependence between trigonometric functions of the same argument” (I wrote these lesson goals for myself)

Chapter II: Practical Coaching Tools

2.1 Balance wheel. Application in individual and group work.

Description of the “Wheel of Life Balance” technique

Scale 1-10

Shift in perspective

Shift to system

Time Shift

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: