Test for determining the competence of a trainer. Report "professional competence of a sports school coach". High level of self-understanding and inner harmony

MUNICIPAL AUTONOMOUS ESTABLISHMENT

ADDITIONAL EDUCATION

PUROVSK DISTRICT SPECIALIZED

CHILDREN'S SPORTS SCHOOL

OLYMPIC RESERVE "VANGUARD"

Report

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Prepared by: trainer-teacher

weightlifting

Karpenko S.A.

tarko-Sale

2015

The coach is the main link in the activities of the sports school. The work of a qualified coach is vital to the development of any sport - it is an obvious fact. A sports school coach plays a key role in identifying, motivating and developing athletes who then reach their potential through a long sports career.

The famous phrase of I. Newton: "If I saw further than others, it was because I stood on the shoulders of giants." Such giants are coaches, scientists, researchers and athletes who have achieved great results. Working as a coach, a specialist should always try to understand why during the training process he does something this way and not otherwise. He experiments intuitively (not to the detriment of athletes) - in search of both immediate and long-term results. Then it tries to find an explanation for these results, if any.

Coaching is not a game that a mentor can play to satisfy their vanity. One of the most common and common problems is that coaches who work with beginners try to imitate in many ways the work of their colleagues who train highly qualified athletes. In fact, the best coach is not the one who blindly copies eminent mentors, but the one who works creatively, taking into account the characteristics of his pupils. Anyone who trains young athletes should not forget that the profession of a coach is a huge responsibility. A coach-educator has many opportunities to educate an athlete as a person. The fate of a young athlete largely depends on the actions and decisions of the coach.

Trainer skills

Practice shows that coaches do not always have sufficient methodological knowledge, adapted to practical activities in training. The development of coaching consists in the following process: planning - implementation - analysis of the accomplished. The coach must be able to:

optimally plan, design the training process, namely:

To adequately comprehend the programmatic and methodological requirements;

Diagnose the real capabilities of pupils;

To consistently design the tasks of the educational process with an output to the planned milestone and final results;

Choose the optimal combination of methods, means and forms of training;

Plan and manage training and competition loads;

Own the forms, methods and content of complex readiness control;

Create favorable moral, psychological, hygienic and aesthetic learning conditions;

Optimally implement the planned plan of the educational and training process;

Concentrate the attention of students on the implementation of the main tasks of the training session;

Optimally manage the activities of students;

Thoroughly master the methodology of the chosen sport;

Monitor the effectiveness of training influences;

Analyze the results of educational and training work:

Analyze the correspondence of the training results at various stages of training to the set tasks;

To identify the reasons for the successes and shortcomings of the results of the training process;

Draw timely conclusions from the results obtained and introduce express correction into the training process.

The planning-do-review process is cyclical. For the effective implementation of this process, the coach needs certain knowledge, skills, and abilities.

The personal example of a coach is a leading method of education

Among the various methods of upbringing, the personal example of the coach is of particular importance, for all the others can be effective if the coach-teacher enjoys authority.

A coach is an ideal model of a human personality: he does not drink, does not smoke, adheres to a sports regimen, is polite, helpful, takes every workout seriously. The student must see in his coach a person of high culture, educated, able to answer any questions. Not only behavior, but also appearance the trainer must be impeccable - a neat and beautiful work uniform, an elegant look of casual wear.

A coach who has managed to win the respect and love of the pupils easily achieves the fulfillment of his advice and instructions. Athletes trust their coach, and this belief is one of the most important factors in achieving success.

Systematically increasing the demands on the athlete, the coach gradually and purposefully teaches him to accurately fulfill training plans and tasks, to comply with all the coach's requirements.

Persuasion should not turn into notation. The coach should use carefully selected examples when talking to individual athletes or a group of athletes.

Encouragement is approval, praise, reward. The main condition for applying incentives is timeliness. The pedagogical essence of encouragement is to support the athlete, strengthen self-confidence, as well as the ability to consolidate the studied motor action.

Punishment allows you to strengthen character, fosters a sense of responsibility, trains willpower, the ability to overcome temptations. The punishment must be timely and fair. The young athlete must clearly understand what he is being punished for.

In relationships with students, you need to look for a "golden mean". Each student should have an individual approach, and at the same time, the whole group should not feel that there are favorites and not favorites. There is no such thing as a good coach or an evil one. Rather, "strict and fair" will do. The student should see the coach as an educator and assistant. Both the student and the coach must participate in the process, realizing that the problem is common. If the coach says to the athlete: "I explained everything to you, then your problems" - this is a dead-end position. Sometimes it is even worth pretending that the coach himself does not really understand what is happening, then the student begins to feel great responsibility and independence. Thus, it is possible to achieve spiritual unity, both with an individual athlete and with a group of students.

Summing up the above, the following aspects of the coach's activity should be emphasized:

The main role of the trainer is to actively contribute to the process individual development practicing due to the achievement of the proper level of physical condition, leading to stable health and high sports results.

The coach is a mentor in ethical and moral education engaged.

The coach is obliged to ensure the safety of the training process.

The coach's behavior in any situation (during training, competition, on vacation, in a situation with an athlete, with judges, etc.) must be professional and ethically impeccable.

It is the responsibility of the coach to ensure that his students do not use prohibited drugs to enhance athletic performance.

The coach must inform the athlete about the harmful effects of using prohibited substances and taking psychotropic drugs.

A person who has bad habits, does not have the right to be a coach of youth sports.

The coach is obliged to constantly work to improve professional skills.

APPLICATION OF A COMPETENCE APPROACH TO ANALYSIS OF VACANCIES OF INTERNAL BUSINESS TRAINER

Relevance. Currently, there are many works devoted to the professional competence of a business trainer, many personality models of a business trainer have been created, but not one of them does not work, since these models reflect the work of Business trainers, freelancers, high-level specialists in their narrow focus. Therefore, when the recruiting manager has an application for the introduction new position, many questions arise, what kind of specialist is needed for his organization. One of the most important factors in the success of the selection of applicants for the position is the accuracy of the criteria for evaluating candidates. To find the right employee, the manager needs clear criteria by which the indicators and their content will be determined. The criteria can be singled out based oncompetence approach proposed by E.N. Dubinenkova in the work "Personnel selection techniques".

Competence is understood as an integral characteristic of a personality that determines its ability to solve problems and typical tasks that arise in real life situations, in different areas activities, based on the use of knowledge, learning and life experience and in accordance with the assimilated system of values. According to John Raven, competence is a specific ability necessary to effectively perform a specific action in a specific subject area and includes special knowledge, special kinds of subject skills, ways of thinking, as well as an understanding of responsibility for one's actions. The basic theoretical premises of J. Raven can be used to understand the competence of a specialist in the selection of a candidate for a vacancy.

Thus, the nature of competence is such that it can manifest itself only in unity with the values \u200b\u200bof a person, subject to his personal interest in this type of activity. The competencies available to a specialist can be suppressed or stimulated by his environment, the existing characteristics of the organization, its organizational culture. General modela competent approach is presented by us in Figure 1.

Figure: 1. Model competent approach

Figure: 2. The relationship between competence and competence

The standards are set by the organizational culture of the enterprise, the professional activity itself, as well as the specifics of the conditions for its implementation in the organization. The competence of a specialist is implemented within a specific professional activity in a real enterprise, assumingcompetence - a system of requirements for a specialist, based on the requirements of the enterprise (organization), the requirements of the profession and a specific workplace.

Competence requirements for personal and professional characteristics employee, his ability to perform certain labor functions and social roles.

The technology of recruiting personnel for an organization is aimed at ensuring that a specialist candidate for the position of a business coach, having the necessary abilities, is interested and able to implement them in the conditions of the organization, contributing to the development of the organization, to achieving its business goals. Therefore, the selection of a specialist is based on the specialist competence model created in the organization.

Before we start analyzing the professional competence of an internal coach in an organization, we need to take into account at what level and with what organizational tasks the internal coach of the organization will work. For this we will use the concept of N. Prokofieva "Levels of problems in the organization " The training needs and associated problems in an organization can be at different levels:individual, systemicorstrategic. Therefore, when drawing up a job description for an internal trainer, you need to decide what functionality will be included in his circle of competence.

1st level Individual

Problems at the individual level are associated with insufficient skills and abilities of individual employees of the company. The need for an organization is to train its employees. Accordingly, if the training is conducted onat this level, its goal becomes the formation and development of missing skills and abilities. To solve the problems of corporate training directly at the firms are createdcorporate training centers, training in which is focused on employees of the organization.As a rule, in such training centers teach the primary skills of working with clients, strengthen the technical training of employees, conduct an introductory course for new employees, which helps to "integrate" into the organization, adapt to the peculiarities of norms and rules of behavior, form the basic skills of managers, teach sales techniques, etc.This can be a training session in which the participants master various psychotechnics. The list of trained skills can be the most extensive. For example, the skills of argumentation, asking open questions, control, delegation, obtaining feedback, etc., can be formed and developed, passing the appropriate techniques to the participants.The appropriate type of training is skill training. On this level line trainers work with working personnel, for example, salespeople, usually according to already developed programs.

2nd level System

The problems at the system level relate to intra- and intergroup interactions within the organization. The main need of the organization is not only and not so much in training, but in creating opportunities for establishing effective interaction between interdependent units and people. At the system level of the organization, middle managers work. This category includes positions such as training manager or personnel training and development manager. The professional competence of middle management specialists should be higher than that of line trainers. This need will be met by the following goal of the training: development of the participants' abilities to create harmonious interpersonal relationships necessary for effective interaction. It will also require training for the missing skills that cause interpersonal and intergroup problems, but this is a deeper level, and here, in addition to mastering simple algorithms, it will be necessary to teach participants to analyze situations and their own behavior for its subsequent correction. At this training, participants can learn methods of conflict management, constructive behavior in stressful situations, effective meeting, methods of staff motivation, team building, analysis of contradictions, etc.The corresponding type of training is process-oriented.

3rd level Strategic

The problems at this level are even more complex and complex. They are not directly related to the skills and abilities of individual employees or interaction problems, but relate to the very organization of work in the company, strategies for its promotion in the market and superordinategoals. A top management specialist can work at the strategic level of the organization. This category includes employees who have worked in a managerial position for more than 3 years, they are usually called Business Consultants or Business Coaches. At a training of this level, they decide strategic objectives company and serves its need for development and change. It could be training strategic planning and setting goals, developing a company's mission or motivation system, adjusting the corporate culture or creating the necessary image, etc.The corresponding type of training is innovative.

Thus, when drawing up the job description of an internal trainer, it is necessary to take into account what level of tasks he will work with. this specialist, as any corporate training is done "to order", taking into account the needs of the organization. Model"Levels of problem solving in the organization domestic business-coach "is presented by us in fig. 3.

Figure 3 Levels of problem solving in the organization of an internal business coach

Business trainer competence model in the organization

The competency model is a tool for building the professional correspondence of a specialist to a vacancy, taking into account the specifics of the job position: intellectual, personal and business qualities employee, allowing to plan the development of personnel in the direction of adapting to the corporate culture and mastering the knowledge, skills, and abilities necessary for the successful implementation of professional activities. Let us consider the Competence model, which includes the characteristics of corporate culture and the professional competence of an internal business coach (see Fig. 4).

Figure: 4. Corporate and job competencies

Competencies - these are significant signs or characteristics of a specialist, in our case it is an internal trainer that contributes to achieving success when working in a specific company (corporate competencies) and in a specific position. When accepting an applicant for the position of an internal trainer, special attention should be paid to this component, since a business trainer is a specialist who forms a corporate spirit or culture in all members of the organization. A business coach must be initially loyal to the organization's standards and regulations.

Corporate competencies Is a combination of what the company wants to see in an employee, what supports its corporate culture. For example, if a company promotes a healthy lifestyle and does not welcome smoking employees, then a business coach should not smoke so as not to set a negative example for other employees.

Job competencies - a set of characteristics necessary to perform functions in a given company. So, for example, the standard job description A business coach is designed for a specialisthaving higher education and occupying leadership position at least 3 years old, one asks why a line coach should have a leadership position. Therefore, it is necessary to know with what level of tasks the coach will work.

Qualifying competencies - this is what the employee should know and be able to do in the workplace. To date, many articles have been written about the competencies of a business trainer (freelancer), therefore, the level of many requirements for a candidate is overestimated, since the employer has an inadequate idea of \u200b\u200bthe super-abilities of an internal trainer, and then disappointment sets in, as a miraculous getting rid of all organizational problems it never comes.

Professional and personal qualities - these are the qualities that an applicant should have in order not to interfere with the work of the entire organization, not to transfer their internal problems to the work process. This is what qualities an employee must have in order to achieve success and results in this position. To give an example, many employers write in the job bank that a business coach should have charisma and initiative. These two personal qualities completely contradict corporate competencies, since a charismatic person, of course, becomes an informal leader, it is asked why the head of the organization should create an apposition for himself and violate organizational structure... Such a quality as initiative in no way corresponds to the observance of corporate regulations, since it assumes that a person goes beyond organizational standards.

Features of specialist motivation - this is such a focus of internal motivation, which will lead to performance in the profession and all activities of the organization. A candidate for the position of an internal business coach will work in a human-to-human system, so he must understand that he works for people, not people for his professional self-expression.

Business Coach Competence Map

The selection of a specialist is based on an internal document of the enterprise - a competency map. It is she who is the basis for evaluating specialists applying for a vacancy. One candidate is distinguished from another by the presence or absence of the necessary characteristics or the degree of their expression, which can be seen in Figure 5. Map of the specialist's competence.

Figure: 5. Card of the specialist's competence

Now we will present the model of professional competence of an internal business coach in the form of the following table 1.

Table 1

Model of professional competence of an internal business coach

The qualities that the company needs

2.

Qualifying cognitive competence

2.1.

The level of education

Higher education is definitely better when a specialist has several qualifications

2.2.

Knowledge, skills and abilities required for work

A business coach must have the necessary knowledge to design training programs and deliver them to the organization's staff.

2.2.

Conceptual competence

Possession of the basics of knowledge, techniques and tools on which his practice is based

2.3.

Integrative competence

Ability to give informative professional assessments, make informed decisions, solve emerging problems and prioritize

2.4.

Technical competence

A business coach or consultant to transform the goal developed with the customer into a system of specific tasks, to solve them practically

2.5.

Analytical competence

Exercises to analyze the need for training a group (especially if the group consists of mostly experienced workers), they see that the participants do not always want to receive tools, they have already mastered the tools.

2.1.

Expert competence

Methodological competence of a business coach. This is the presence of knowledge (in the field of psychology, business, etc.) and possession of the necessary tools and methodology of the coach's work: techniques, exercises, games, as well as the ability and, often, talent to come up with new exercises, to upgrade old ones.

3.

Behavioral competence

3.1.

Emotional maturity

stability in behavior and actions; the ability to resist external pressure and cope with insecurity; self-control in all situations; flexibility and adaptability to changing conditions;

3.2.

Physical health

Physical and mental health: the ability to cope with the specific work and household pressures of management consultants. Stress resistance belongs to this competence of the internal trainer, since training is a very large load on the emotional-volitional sphere and the human psyche.

3.3.

Adaptive competence

the ability to anticipate and process changes, adapt to changing conditions of practice;

3.4.

Organizational competence or self-management

It consists in the ability to design a training program, stage training, allocate resources to achieve the goal, most effectively plan a training day, the ability to self-organize. Time planning for the coach is very important.Managing your own resources - features of setting your own goals, managing emotions.

3.5.

Emotional competence

Includes the ability to present yourself. This is the coach's charm, his inner and outer charm, which is usually called self-presentation skills. Emotional competence also includes the coach's tolerance - tolerance towards the training participants, towards the customer, towards his own leader:

4

Professional and personal competence

4.1.

Communicative competence

This includes the ability to work with objections and grievances, the ability to convey information to the customer and participants, tracking their non-verbal manifestations, etc.

Interpersonal communicative competence

developedcommunication skills , verbal and non-verbal, understanding of the motives of other people's behavior, a high level of awareness of their ownpersonal characteristics, attitudes ;

4.2.

Intellectual ability

the ability to observe, summarize, select and evaluate facts; sound judgment; the ability to synthesize and generalize; creative imagination, original thinking.

4.3.

Reflective abilities

Ability to understand people and work with them: respect for the opinions of other people, tolerance; ease of establishing and maintaining contacts; the ability to anticipate and evaluate human reactions; the ability to conduct written and oral communication; ability to convince and create motives for action

4.4.

Leadership ability

Personal assertiveness and initiative: the required degree of self-confidence; healthy ambition; entrepreneurial spirit; courage, initiative and self-control in action;

4.5.

Moral and ethical standards

Ethics and honesty: a sincere desire to help others; exceptional honesty; the ability to realize the boundaries of their own competence; the ability to admit mistakes and learn from the failures of not only other people, but also our own.

5.

Motivational competence

5.1.

People-oriented

In this dimension, we touch upon such an aspect as the personal growth of the participants. Training participants discover new opportunities for their Personality, including opportunities professional development, their motivation to work increases.

The personal aspect of motivation

Striving for the demand for their labor, setting on a realistic assessment of market requirements and adapting to them Striving to improve their profession. Motivation for lifelong learning.

Professional identity

Motivation for lifelong learning, as well as the degree to which a person shares and deeply assimilates the norms of the profession

According to the research results, the following qualities are distinguished:

1) communicative qualities (ability to establish contacts, developed speech, sociability, maintaining positive relationships with a large number of people);

2) leadership (ability to organize others, delegate authority, take responsibility);

3) intellectual features (features of processing and storage of information);

4) self-management (managing your own resources - features of setting your own goals, managing emotions);

5) level and features of performance , resistance to physical, intellectual and emotional stress;

6) assertiveness , positive persistence.

Features of business coach motivation

Behavioral management in the organization is based on understanding the reasons that drive the employee in performing professional actions. The system of managerial influences existing in the organization and implemented by the head requires knowledge about the employee. Motivation is understood as a process that causes, directs and shapes human behavior in relation to the achievement of goals (G. Greenberg, R. Baron).

When studying motivation, its following components are important (X... Heckhausen, E. Robbins, G. Greenberg, R. Baron):

1) activation - motivation to action;

2) direction - personal decision about choosing a goal;

3) behavior management.

The motivation of an applicant for a vacancy is undoubtedly one of the most important aspects of a specialist's activity, which must be studied before a person comes to the organization. The study of the motivation of a job seeker when selecting a specialist for a vacancy involves looking for answers to two questions:

1. What are the features of the motivation of the applicant for the position of business coach, how do they correspond to the motivation that exists in the organization?

2. Is there any motivation to go to work in this organization?

Both questions are equally important. The candidate's motivational expectations, which are not supported by the new job, lead tounstable work, dissatisfaction, latent or explicit aggression forms in him, loyalty to the management and the company decreases. A situation where a candidate goes to work, being unsure of the adequacy of his choice, violates the partnership between the employee and the employer (manager and organization). The position of the employee who is persuaded to join the company leads to the attraction of compensation to the motivation that exists in the company. The employee unwittingly continues to search new job or shortcomings in the existing one, in order to reasonably move to the optimal place of work for him. That is why the company needs an employee who is ready to work in the organization and whose motivation matches the company's motivational schemes.

The first question is the study of basic motivation, determining the orientation of motivation - to a process or a result. For a recruiting company, it is important to know the candidate's motivational strategy - the motive for avoiding failure or striving for success.

Assessment of the basic motivation of a business coach

The study of motivation is associated with understanding the place of work in the human value system. Professional behavior depends on the direction of a person's activity, on where and on what the activity of a person and his resources are oriented. For the subsequent study of the motivation system of a candidate applying for a vacancy, it is important to understand what internal reasons a person is directed to fulfill specific work... It must also be remembered that there is no uniquely effective type of motivation that is adequate for different types of professional activity.

It is important to determine the preferred type of motivation at the design stage. During the interview, the question of compliance is raised real type the motivation inherent in the job seeker desired for the organization.

According to A. Maslow's theory of motivation, human needs form a certain hierarchy. The first four levels of needs are called “deficit-motives”; their satisfaction leads to a short saturation. Self-realization is understood as a motive for growth, and since it leads to the development of the personality, saturation does not occur. Based on the ideas of K. Alderfer, it is convenient to use the following classification to describe professional motivation:

1) needs of existence, basic, "work makes it possible to survive", satisfies the needs for stability, confidence, security;

2) social needs, the needs of interpersonal interaction, the need for belonging to a group, power, sympathy;

3) growth needs, personality development needs.

It is important to answer the main questions regarding the candidate:

- “What is important for this applicant?”;

- “In what spheres of human life are its priorities?”;

- “What motivates this person to work?”;

- “What needs does a person satisfy when performing professional activities?”;

- “Why does this person work?”;

- “What gives a person a job?”;

- "What does a person get as a result of his labor?"

The HR manager must understand what conceptual patterns underlie effective professional behavior in a given workplace.

Using the theory of D. McClelland and J. Atkinson, a manager can describe what motivates the professional activity of a specialist - achieving success or avoiding failure. The motive for achieving success is manifested in the fact that a person has a need for labor success and achievements, expects praise. The need to be no worse than others, to avoid stress, suffering, criticism, censure speaks of the motive for avoiding failure.

People with a high level of achievement motivation show a higher interest in the labor process, get more satisfaction from work. People with low achievement motivation are more focused on external sources of satisfaction.

Assessment of the immediate and future goals of the candidate. An assessment should be made of the candidate's goals in relation to the vacancy. What does a person get from a particular job in comparison with previous place work? For how long does this job, company and vacancy meet the needs of the applicant?

This will allow you to determine what motivates a person when performing professional activities.

Assessment of motives for changing jobs. The consultant is looking for answers to questions:

- “What is the basis of willingness to change jobs?”;

- “Who or what influences the job change?”;

- “What reasons will affect the next job change?”;

- “What are the usual reasons for changing jobs?”;

- "What will a person get as a result of a change of job?"

This will make it possible to determine the applicant's readiness to perform work, to make a forecast of his adaptive activity and the effectiveness of his work.

At the training seminar, group members work out a number of questions, thanks to the answers to which the basic motivation of the applicant can be assessed.The relationship between motivation and focus can be represented in the following diagram (see Fig. 6).

Then the trainer organizes individual workaimed at the research itself. It is important for a manager to understand the features of his own professional motivation, as it affects the understanding and assessment of the motivation of other people. At the training seminar, the participants assess their own motivation using the method of V.I. Gerchikov (Appendix 1). In the workbook, the workshop participants analyze the results, describe them and possible conclusions.

Then it is proposed to consider the possibility of using the Gerchikov motivation model to describe the types of motivation of specialists for specific vacancies. In the future, the attention of the participants of the training seminar turns to the description of the types of motivation based on the theory of J. Atkinson. Striving to achieve success or avoid failure is a distinctive characteristic of people, which is consistently manifested in professional activity. Besides, workplace, the requirements for a specific professional activity presuppose certain expectations in relation to professional behavior guided by appropriate motivation. For example, a HR manager is most effective in activities if his behavior is motivated by the desire for success, and the effectiveness of the secretary is associated with the desire for stability and avoiding mistakes. This point is important for predicting the success of the adaptation of a specialist, based on determining the correspondence of the motivation of the future employee to the features of the personnel motivation system that exists in the organization.

Figure: 6. Relationship between motivation and personality orientation

Vectors of motivation to work

Reflection on this topic allows you to more accurately design a model of a specialist, make assumptions about the most effective professional behaviorbased on the appropriate type of motivation.

Description of the motivational component

competency card of a specialist business coach

For practical work it is convenient to apply the approach of V.A.Polyakov, director and creator of recruiting agency "Metropolis" (Moscow).The assessment criteria identified by V.A.Polyakov are as follows.

Can.

Wants.

Controllable and compatible.

Safe.

The content of the criteria proposed by V.A.Polyakov can be studied in the table. It presents a variety of significant components of a specialist's competence. In the practice of selecting a specific specialist, the HR manager determines a specific list of criteria content. For different vacancies of one company, the content of the criteria may differ, since the selection criteria have a different basis, allocated depending on job competencies.

The approach to assessing candidates used by V.A.Polyakov successfully correlates with the competence-based approach, which is widely used in the practice of personnel management. The four criteria (maybe wants, manageable, safe) include the basic, key competencies that must characterize the employee of the company. The content of the criteria differs depending on the vacancy and the organizational culture of the enterprise. Each of the main criteria for evaluating and selecting candidates for employment can be represented as a set of particular criteria.

Can. The criterion is aimed at identifying the candidate's capabilities. Different characteristics fall within the scope of possibilities. Its content is determined by corporate competencies. Disclosure of the criterion allows you to understand what an employee should be able to do in a given organization. They are intelligent and communicativeability required professional experience, formed attitudes and stereotypes of behavior, the ability to learn and change the usual forms of work. The list can only be compiled on the basis of corporate competencies. Failure to meet the criterion "can" reduces the adaptive capabilities of the candidate, increases the costs of the organization for training and introduction to the organization.

Wants. Desire and willingness to carry out professional activities in specific organization is a very significant criterion. The study of motivation in some cases can be a key reason for hiring a person or not hiring. A low level of readiness for professional activity in an organization reduces the performance indicators of selection and professional activity in general. The importance of meeting the “wants” criterion leads to the fact that sometimes, with insufficient formation of the “may” criterion and high motivation for work, the candidate is able to learn and develop the necessary characteristics, and the employer is ready to hire a motivated, but insufficiently trained employee.

Controllable and compatible . This is one of the most unobvious characteristics, often masked by job seekers. Each specialist has his own life and professional goals and ways to achieve them. The question of whether personal goals and behaviors are consistent with corporate goals and practices should be decided before a person is hired. Non-compliance with the “manageable and compatible” criterion manifests itself in different ways. It can be a difference in understanding of responsibility and delegation. Differences in the idea of \u200b\u200bmanaging oneself and subordinates are based on professional experience and corporate traditions. A candidate demonstrating their inconsistency will be incompatible with corporate traditions new organization... The enterprise will need additional work to manage the goals of a new specialist, to prioritize his professional activities.

Safe. Maintaining and maintaining corporate standards of conduct within the organization and transmitting them to the client is based on the implementation of organizational norms. The person entering the company must be able to maintain existing norms. If a discrepancy is found between the norms of the enterprise and the employee, the person will pose a threat to the existence of the organization. This is especially important when it comes totop- positions, about the selection of the head. A specialist in case of non-compliance with the criterion "safe" can broadcast outside the enterprise disloyalty, conflict, hostility, violate trade secret, carry out criminal acts, such as theft.

Table 2.

Criteria for evaluating a candidate and determining his suitability for the position in question (V.A.Polyakov)

Criteria

Content of the criterion

Match result

Can (education, knowledge, skills, abilities)

Education and theoretical preparedness, depth and success of the existing experience. Communication qualities. Ability to organize and plan work. Leadership skills... Management abilities and skills. Ability to learn and develop. Health and performance. Personal circumstances and factors affecting the ability to perform the required work

Can successfully complete the work in question. His knowledge, experience, psychological qualities, marital status, availability of the necessary diplomas, etc. correspond to the requirements of the position

Wants (features of motivation, motivational readiness)

Motives for the candidate's transition to this job. Prospects and immediate goals of the candidate. Candidate expectations. Factors that can alienate a candidate from the company. Factors and conditions that are attracted to this work. The achieved level of payment. Availability of alternative job offers

Objectively and subjectively, the candidate is interested in the work in question. Motivation is clear and predictable. Expectations match job opportunities

Controllable and compatible

Attitude towards criticism. Conflictness. Self-criticism and the adequacy of self-esteem. The ability to perceive information. Responsibility and discipline. Applied leadership style. Leadership style preferred and expected from superiors. Habits and expectations in relation to group norms of behavior in the company. The candidate's experience of forming relationships with others

The candidate understands well the meaning and details of what was said. Controls his speech. Self-critical, able to admit his mistakes and learn from them useful experience. Susceptible to criticism. Maintains composure in stressful situations, does not fall into a retarded state or aggression.

Controllable and compatible (behavioral competence)

Really ready to accept the management style and group norms of behavior of the organization

Safe

Corporate competence

Loyalty. The candidate's ability to establish and maintain positive relationships with former leaders and colleagues. Compliance with the candidate's living standards called income. Lack of propensity for drunkenness and drug addiction

Does not pose a threat to the commercial security of the company (lack of a criminal record and connections). Honesty. Loyalty to the employer, etc.

The new general structure of the business coach competency model is presented by us in Figure 7.

Figure: 7. - General structure of the business coach competency model

Thus, in this article we examined the problem of applying the competence-based approach to the analysis of the vacancy of an internal business coach. On the basis of the above described methods of applying an integrated approach, we propose a general structure of a business coach competence model to suit the position held. The general structure of professional competence of a business coach consists of six levels: 1st level qualification and cognitive competence; 2nd level professional and behavioral competence; 3rd level professional and personal competence; 4th level managerial competence; 5th level motivational orientation of the personality; 6th level corporate competence.

Article by business coach Lyudmila Pototskaya Vitalievna

What business coach your business needs: there are plenty to choose from
A competent business coach is able to radically change the situation in a company of any profile with minimal costs time and money. But for such a hit "in the top ten" it is important to involve a coach of the appropriate competence.

How to determine that a business needs a business coach? What kind of coach does he need at the moment? What competencies of a coach can the management rely on by engaging such an expert? To answer these questions, experts recommend that you first define the tasks that are within the competence of a business coach.

What corporate tasks can a business coach solve?

Their set can be very different. But conditionally, all training goals can be divided into 2 large groups.

1. Solving repetitive tasks.

2. Point adjustment of the situation.

The first block of questions that effective training solves (subject to the necessary balance of ZUN - knowledge, skills, and abilities - of its leader) include such common practices as:

conducting welcome trainings for new members of the corporate team;

development of specific skills key employees - methodology of sales, communications;

• training the team in the basics of time management, which allows you to increase the productivity of an individual employee by at least 50% (without additional investments) and save his time on routine tasks;

introductory courses on a new product or direction;

training or advanced training of members of management, etc.

A business coach who is engaged in solving such repetitive business tasks works primarily to optimize corporate costs: they save up to 30% of time while increasing the sales effect.

More than 50 functions can be attributed to global tasks that can also be solved by an expert with coaching competencies. There are 5 most common on their list:

“Shaking up” the team as a motivational technique;

improving the qualifications of personnel by involving an expert with extensive experience and a huge baggage of illustrative examples;

"Audit" of the methods and tactics that are used in the enterprise in order to correct them or increase the result;

team building - formation friendly team, creating a favorable background for the personal and professional growth of each employee;

anti-stress course.

Internal and external business coach

It must be said that the benefits of a competent expert with coaching skills cannot be overestimated. A de facto large organization simply cannot do without such expert support. Medium businesses require the services of a business coach in at least 70% of cases. Small and micro businesses - 80%.

At the same time, it is almost always not profitable for representatives of the small and medium-sized business to create a coaching department on their own basis. But a truly large business can work both with internal trainers and with external or a combination of internal and external reserves.

Examples of companies that have invested heavily in the formation of their own staff of coaches and at the same time actively use services from outside are such giants of the world market as the Coca-Cola Company, Mc Donald’s, RedBull, Apple.

5 roles of a business coach

At the same time, if we analyze the quality and content of trainings in such organizations, we can conclude that most of their trainers work in the same role - charismatic or showman. But this role of a business coach does not exhaust the actual resource of this profession.

In fact, a charismatic coach is only 1 out of 5 possible roles. And this important point: not always a small training effect is in the area of \u200b\u200bresponsibility of the trainer. The same "showman" can work out his course at 100% quality, but not solve the key task of the customer, for the reason that this task is in the competence of a trainer-methodologist or trainer-psychologist.

That is why it is so important to work with the involvement of an external expert with trusted partners - who study in detail the client's needs and recommend a trainer of the correct competence.

Let's take a look at the most common roles of a business coach for clarity. There are 5 of them in total.

The most common request and the widest offer is from showman trner (charismatic). This person plays the role of a catalyst for factors of emotional motivation. He can apply trance techniques, drawing a beautiful future, psychological techniques to create the right emotional background. Its basic task is to charge the audience, "infect" it with the desire to win, go forward, and achieve results. The training of such a master works best in companies where the team is as static as possible and there is a strong internal corporate spirit, even an internal "religion".

An expert trainer hardly works with emotions. Its mission is to inform. About the product, production technology, the situation in the world, the intricacies of working with different kinds clients. Such a specialist always speaks "dryly" and relies on strict scientific approaches and technical foundations. The team may get bored at such "lectures", but in the educational sense they are irreplaceable. If your company uses technically complex methods, materials, technologies, as well as a strong performing discipline (attending training should be mandatory with subsequent certification based on its results), then you need just such a coach.

Aerobatics in business coaching is considered to be the competence of a facilitator. The name is from the English word facility (object). The trainer-facilitator can act as a mentor, consultant, teacher, psychologist, etc. His function is to launch the activity of the team in a strictly defined direction. This person can structure the situation in the business, "extract" the skills of individual employees that are important for achieving specific purpose, and send the rest of the workers to develop these very skills. The trainer is given the most specific task - sales growth by 20%, reaching the 3rd place in the regional ranking, winning the annual competition, etc.

Trainer-methodologist or analyst. He does not explain how and what works, does not "turn on" people and does not determine the level of their personal development. Its mission is to identify the relationships that drive a company's performance and show audiences where gaps are and where excellent results are.

Psychological trainer (emotional doctor). This is one of the most difficult, but very important areas.

Special direction - trainer-psychologist

It is the coach-psychologist that is needed by enterprises, whose work is closely related to stress or people's lives. The very format of the courses that such a specialist conducts can have different content. The most common options are:

personal growth training for employees (responsible work that requires higher qualifications);

anti-stress training for managers or key employees;

personal development training (analytical component with the use of techniques for development - not treatment, but improvement and structuring - personality).

Each specific situation requires its own business coach-psychologist. The services of a methodologist are indispensable for companies that have entered a transitional phase (growing, entering new markets, launching new products) or are on the way to becoming. The services of an expert are needed by manufacturers and industrialists. The need for sales organizations is a charismatic trainer or facilitator.

At any level of professional development, the highest result is always shown only by a developed, strong, constantly growing personality. That is, participation is useful for enterprises of any scale and profile.

1. Effective in communication: capable of organizing a dialogue both with the group as a whole and with its individual members. Interested and equipped to receive feedback from training participants and the group as a whole. He knows how to “take the attention” of the group and “switch” this attention, knows how (if necessary) “to be in the center”.

2. Competent in the field of group dynamics ("group science" and "group culture" skills): how the group lives and develops, through what stages and crises it goes through, is able to describe and model group processes.

3. Observant, knows how to track individual and group signals that speak about the state of the group (participants), the level of their progress in the material.

4. Has the skills to diagnose and monitor the real activities (behavior) of employees and the organization as a whole, in particular the ability to identify bottlenecks (difficulties, problems, resource zones). Competent in conducting training needs assessments.

5. Clearly formulates the system of goals and objectives of the training, defines the area and boundaries of training opportunities (training and non-training solutions), is able to "translate" the training goals into the language of skills being formed.

6. Possesses the skills to work with the skill. A very important and at the same time specific for business training class of competencies. It is the formation of the participant's skill that specifies the business training in the training field. This requires the trainer, first, the ability to “see the skill” - to highlight it in the flow of actions and operations, to extract the behavioral basis of the skill, and to algorithmize actions. Secondly, the trainer needs the ability to “translate” the skill into a system of training tasks and exercises for its development (training). Thirdly, the ability, through observation and organization of observation (and self-observation) of the training participants, to diagnose the adequacy of the use of the skill - whether the skill is “taken” or appropriated by the participant.

7. Accurate in monologue, especially when instructing a group.

8. Has a wide range of coaching roles (types of behavior) in the repertoire.

9. Instrumental competent: knows and effectively uses a significant arsenal of coaching tools (games, warm-ups, etc.). Effective when working with TCO.

10. Possesses training design skills: development of both a separate training (training module) and holistic training training programs (training systems).

11. Has developed skills of conceptualization and structuring, both of the subject material (content) and the process of its development: he is able to offer the group summary spoken (using the language of the speaker and the group).

12. Skill of supportive and developmental interpretation: the ability to find positive content in any (even the most "inexpressive") speech or statement and offer it to the group. One of the trainer's tasks is to ensure the maximum activation of the personal potential of each training participant. The coach constantly maintains the "tone" of the group ("imitation of group success").

Before proceeding directly to the topic of the article, it is important to agree on the meaning of the word "trainer". A coach is a specialist in group learning in a training format (1).

By training, I mean a specific form of teaching, other than a seminar, workshop or presentation. The specificity of the training is reflected in such characteristics as:

• personality-oriented approach,
• high emotional involvement and intellectual activity of students,
• interactive mode,
• small size of the training group (usually eight to twelve people),
• scientific basis.

In order to illustrate as clearly as possible the uniqueness of the training form of education, I will compare the goals of the training and the seminar. Purpose of the training - to increase the efficiency of the participants' actions (2); purpose of the workshop - inform on certain issues.

If in itself the transfer of knowledge in the seminar is the goal, then new knowledge in the training is needed solely to solve two problems: 1) help the participants to analyze and understand their own experience, 2) promote the development of new, more effective forms of behavior. Accordingly, the ratio of theory and practice in training is usually 20/80. Between the result of the seminar - "to be more erudite" and the training - "to be more effective" - \u200b\u200byou must agree that there is a fundamental difference.

Some topics are suitable for study in a training format, and some topics are not.

"Training Topics"	"Non-training topics"
Negotiation, sales, influence, conflict management, stress management, teamwork, leadership, decision making, people and team management, screening interviews, goal setting and time management, emotional intellect, delegation, feedback and some others - these are topics that are most effectively dealt with in the training format.	Logistics, finance, accounting, marketing, business correspondence, merchandising, etc. Training on these topics is possible, mainly in the format of seminars or workshops.

As can be seen from the table, training involves the development of personal and interpersonal skills, and other forms of training are focused on transferring information relevant to them to the training participants. A coach, unlike a lecturer, is not enough just to master the topic and be able to cover it in an exciting way, because he has more complex tasks. Here are just a few of them:

1. Raise the level of self-understanding of participants, i.e., provide the training participants with the opportunity to better know themselves in the context of the training topic, their resources and areas of competence that require development; to promote awareness of stereotypes, motives and attitudes that reduce efficiency, to achieve a better understanding of their own emotions and more effective management of them.
2. Encourage training participants to take responsibility for the outcome of interpersonal interaction... Participants learn to take an active position instead of a reactive one, realizing their contribution to the process and result of interpersonal interaction.
3. Develop receptiveness to communication partner... To teach to pay attention to the individual characteristics of a communication partner, his emotional state, to understand the motives of his behavior.
4. Increase the degree of freedom and flexibility in communication... For this, the trainer provides conditions in which it is possible for participants to study their own attitudes and behavioral stereotypes, provides feedback, encourages experimenting with new forms of behavior.

As you can see, the trainer faces unique tasks that are absent in any other forms of training, so further in the article I will not refer to all those who are engaged in short-term training as “trainers”, but only those who actually conduct trainings.

The uniqueness and complexity of the tasks facing the trainer requires long-term and systematic preparation with many "ingredients":

1. A significant amount of knowledge.
2. Communication skills.
3. Instrumental competence.
4. A high level of self-understanding and inner harmony.
5. Certain values.

Let's dwell on each item in more detail.

KNOWLEDGE

Field of knowledge	Includes questions
Training as a teaching method	Goals and opportunities of the training. Types of training groups. Coach functions. The structure and stages of the training. Experience-based learning structure. The principles and rules of the T-group, the rights of the participants and the ethical code of the trainer. Methods and techniques used in the training. Key competencies of a coach. Opportunities to work with attitudes, values \u200b\u200band beliefs in training. Coach Code of Ethics. Stages of training development. Evaluation of the effectiveness of the training.
Personality	Personality structure, individual characteristics, motivation, emotions, needs, temperament and character, I-concept. Personal development.
Communication and group	Communication structure, communication barriers, effects of interpersonal perception, stages of business communication, conflicts and their types, group roles. Group phenomena and group dynamics.
Training topic	Various aspects of business (and non-business) communication.

The vast majority of the questions presented in the table are studied in various branches of psychology. So you can find answers to questions from the field of "training as a teaching method" in textbooks on practical psychology. The topic "Personality" is a section of any textbook on general psychology. Comprehensive coverage of issues of "personality development" in the time perspective can be found in developmental psychology and developmental psychology. "Communication and group" - studied in social psychology.

Depending on the "training topic", you can refer to "management psychology", "organizational psychology" or "business psychology". There are a number of interdisciplinary questions that have more than just psychological content. In the study of "conflicts" you will be well served by social psychology, which studies conflicts, as well as "conflictology". The issue of time management from a scientific point of view is considered in psychology, but "planning" is studied in both psychology and management.

Before moving on to the issue of communication skills, it remains to state that scientific basis training is psychology.

COMMUNICATION SKILLS

Regardless of the topic of the training, the trainer will have to communicate with the training participants. And it is necessary that he has the appropriate skills. Communication skills can be divided into 2 groups:

• interpersonal skills,
  
• group management skills.
  

Interpersonal skills include the skills of establishing contact, small conversation, argumentation, confident behavior, active listening, asking questions; observation to non-verbal manifestations, sensitivity to emotional states, empathic listening, skills for implementing a cooperation strategy, constructive feedback, diagnostics and resolution of conflicts.

The effectiveness of group management is determined by the ability to see not only the individual people that make up the training group, but also to perceive the group as a whole, which is more than the sum of individuals. Since the effectiveness of the T-group's work depends on whether group roles are taken into account, the trainer must be able to identify the group roles of the participants and build the group's work taking into account the role composition (3).

Group management involves:

• a) moderation techniques
• b) facilitation skills.

Moderation - a way of interacting with a group in order to organize discussions, brainstorms, games, group reflection, etc. Moderating the work of a group means structuring the group process and directing and guiding the group towards achieving the planned result.

Facilitation - the way the trainer acts, accelerating the development of the T-group, contributing to the constructive resolution of conflicts in the group, awakening the motivation of participants to learn, contributing to the creation of a safe and comfortable atmosphere in the group, an atmosphere that is necessary for learning and development. Facilitation skills allow the trainer to feel like a fish in water in unpredictable, unexpected and stressful situations, to use spontaneously emerging situations to educate and develop participants.

INSTRUMENTAL COMPETENCE

The trainer's repertoire of tools is: basic methods and auxiliary ones. The main methods are: a) discussion and b) role play. Auxiliary methods and techniques: 1) psycho-gymnastics: games and exercises, the purpose of which is a) to stimulate the processes of group dynamics, or b) to change the emotional or physical state of the participants; 2) the technique of providing feedback in its various varieties, 3) techniques for activating consciousness, 4) the technique of confrontation, etc.

HIGH LEVEL OF SELF-UNDERSTANDING AND INNER HARMONY

As a rule, theoretical knowledge and skills of applying methods, techniques and techniques alone are not enough to cope with a difficult situation that arose in the training. Under the influence of his own poorly understood emotions, the coach may lose his capacity for action and act impulsively, for example, get involved in an argument, not notice an imminent conflict, raise his voice or even be rude, etc. No knowledge, techniques and techniques will help here.

So one more thing necessary condition the effectiveness of the trainer - inner integrity and harmony. Inner harmony is possible only when you are in close contact with your emotional experience, that is, you literally “feel your feelings”, understand your emotions at the current moment of time “here-and-now,” and do not analyze yourself and yours after the fact. acting as an external foreign object, trying to find an excuse or an explanation for why you acted in one way or another.

To be in contact with your feelings, to understand the motives of your own behavior is the key to effective self-regulation, and therefore to maintain efficiency in any, even the most difficult situations.

VALUES

The psychological climate in the T-group is critically dependent on the values \u200b\u200bof the coach. A coach in this sense is like a teacher or a parent, the attitude towards the child is primary, and pedagogical techniques are secondary. If the teacher does not like children, then no tools, techniques and techniques will be able to compensate or mask the teacher's attitude towards the child.

In order for the participants to feel comfortable in the group, actively ask questions, express themselves, request feedback, participate in role-playing games and video tests, experimented with various forms of behavior, tested various techniques and techniques, without fear of making a mistake or looking incompetent, it is important that the coach translates (but does not impose!) certain values. These include:

• Partnerships "I, you"... To see a person in another (and not an object of influence, as is customary in NLP, for example) and build a subject-subject, personal relationship. This is the refusal of the desire to dominate or manipulate the participants in the training.
• Trust in people... It means the sincerity and openness of the trainer in relations with the participants and the willingness to cooperate, the perception of the training participant as an equal partner.
• Belief in human potential... To see in the training participants a desire for development and to support them in this.
• Recognition and accounting individual differences ... Be guided by the individual requests of the training participants, and not blindly follow the training program. Promote self-understanding of participants and the development of their individual style, instead of providing them with faceless and stereotyped forms of behavior.
• Adequate expression of feelings... Be sincere with the participants in the training, openly express your feelings.
• Authentic behavior... Be authentic, real with the training participants, and not play a role, because training is not a theater.
• Openness to new experiences... This is a tolerance for uncertainty, a readiness for the unexpected and unpredictable in training.
• Striving for self-development... Constantly learning and self-development even by conducting your own training, thereby setting an example for the training participants, because one of the functions of a trainer is to be a reference participant.

This is a quick, but not exhaustive, overview of the components of a coach's professional training. Next, I will describe the training of a trainer as a sequential passage of several stages.

STAGES OF PROFESSIONAL TRAINER PREPARATION

Stage 1. Personal readiness, communicative competence

The student gains personal experience of participation in trainings, the purpose of which is to develop communication skills and growth of self-understanding... It is important that communication trainings are presented as interpersonal skillsand group skills... As for the development of self-understanding, in my opinion, one of the most effective means is training for the development of emotional intelligence.

By participating in trainings, the student develops the necessary skills and, importantly, gains personal experience of participation in trainings, which will help in further coaching work to better understand the participants in their trainings.

Stage 2. Methodical preparation

Having acquired communication skills, a deeper understanding of yourself and moving towards inner harmony, the student goes to methodological preparation... Here you can highlight multiple tasks:

• Formation of a holistic and systematic understanding of training education for adults and the development of a scientific approach to training activities.
• Studying and mastering the training procedures and techniques of the trainer.
• Formation of a vision of training as a business process and mastering the technology of step-by-step training development, including such issues as: studying training needs, developing a concept for a new training, preparing handouts, pre-training interviews, evaluating the effectiveness of training, post-training support, and many others.

Stage 3. Internship

Start of internship - observation at the work of the coach. A coaching student observes the work of the training group from behind a circle. At the same time, the student receives a number of strict instructions, in particular, he must avoid communicating with the training participants during classes and during coffee breaks, not show emotions while observing the work of the training group, avoid the attention of the T-group participants, etc. "Behind the circle", that is, behind the backs of the training participants.

The rules are introduced so that the observer is perceived by the training participants as an observer and does not influence the group process. The trainee has the right to observe, make notes on a special observation form, and speak with the trainer outside the training, but not in the presence of the training participants. The purpose of this stage is to teach the trainee to see what is going on in the training through the prism of theoretical and methodological knowledge gained in the previous stages of training.

The internship continues co-management - joint training with an experienced trainer. At this stage, the trainee (outside the training sessions, in coffee breaks, at the end of the training day and after the completion of the training) often enters into a dispute with the training coach on certain issues, which allows him to: 1) realize the line between the fundamental issues that are governed by the principles and rules of training education, and non-fundamental issues, where the coach's individual style already begins; 2) clearly formulate their positions on unprincipled issues (unregulated by principles and rules that allow variations), thereby developing their own individual style of training.

The final stage - supervision - work under the supervision of an experienced coach. At this stage, the training coach (supervisor) gives feedback to the trainee. The supervisor has the opportunity to correct the trainee's actions and make sure that the trainee has reached an acceptable level of professional competence.

Both co-management and supervision allow you to get feedback from a more experienced colleague, to discuss the acquired first experience of conducting training. The trainee asks many questions, "how", "why", "why", discusses what he saw, reasoning, learns to see the group as a whole, more than just the sum of the participants. in practice, with a real training group, the trainee works out the skills and techniques he learned during the methodological training.

Having listed the components of the training of a professional trainer, and having described the stages of training, it remains to outline the time interval necessary to obtain high-quality training in the field of training. In my opinion, it is important to leave time between trainings to reflect on the experience gained and to practice the acquired skills. Accordingly, a high-quality training of a coach cannot last less than 6 months, it is better if longer. The optimal duration is 1 to 2 years.

At one training festival I had the opportunity to attend a master class on stress management in the work of a trainer. After the next exercise, questions from the audience followed. I was shocked by the depth of preparation of the master-class leader, when to the question “Why should you do this in this exercise?”, The leader smiled innocently and answered “Why I bought - and I sell for that”.

I am interested in having as many professionals and as few random people as possible in my profession. And if you feel the desire and potential to follow the path of a coach, let your decision be conscious and responsible. And I hope this article will help you choose a quality training program.

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1. The word "training" from the 60s to the 90s in the Soviet Union meant precisely psychological training, the purpose of which is the development of social competence (business communication) and personal effectiveness. However, since the end of the 90s the word “training” has been used to refer to almost any form of education. In the article, I use the word training in its narrow sense, as a synonym for psychological training.
2. Depending on the topic, a variety of skills can develop: establishing contact, influence, argumentation, motivating influence, feedback to the team, etc.
3. Role composition of the group - the range and combination of group roles.

Pyotr Kholyavchuk