The effectiveness of a business coach begins with his competence. Coaching competencies. Development and conduct of business trainings Competencies of a business trainer

The seminar will help expand knowledge and develop coaching skills. During the training, the features of working with group dynamics, technologies for developing exercises and cases, creating and conducting business trainings, as well as methods of non-verbal interaction with the group will be revealed.

This seminar is for you if you:

  • aspiring business coach and want to improve your skills
  • want to gain real business training skills
  • corporate internal trainer seeking to gain new knowledge and skills in conducting business training

As a result of training you:

  • get acquainted with active learning methods
  • learn how to balance theory and practice in training, compose cases and develop role-playing games
  • receive original materials from the program teacher (exercises, games, presentations, handouts)

Seminar program:

Day 1

Where does the training begin?

  • Mutual introduction stage
  • Presentation of the training and its main blocks
  • The stage of collecting participants’ expectations from the training program and their correction
  • Development of group norms and rules

Workshop: exercises to develop the skills of collecting and correcting expectations of participants in the group “Top of Goals”, “Parking of Questions”

Forms of business training

  • Types of training. Forms of training
    • lecture
    • seminar
    • training
  • Definition of concepts. Advantages and disadvantages
  • Classification of trainings according to the form of delivery, composition of groups, organization of training, topics and directions

Workshop: exercises that promote active group work: “Choose two people”, “Write your name”, “Clap”

Features of learning and development of adults

  • A four-stage model of the learning process and a person’s assimilation of new information
    • gaining direct experience
    • observing and discussing what you have learned
    • theoretical generalization
    • independent testing of new knowledge and application of it in practice
  • Features of human concentration and memory

Workshop: working with the test “4 types of students”

Structure of the training. Algorithm for constructing a training program

  • Start of the training. Methods and content
  • Main part of the training
    • features of mini-lectures and presentations
    • ratio of information and practical blocks
    • demonstrations, skills training exercises
    • duration of the training module
  • Completion of the training. Analysis of results, line of experience, conclusions
  • Preparing for the training. Preparation checklist

Workshop:

  • exercise “Filling out the “Checklist for preparing for business training”
  • case “Using “Smart Games” to intensify the work of training group participants”

Day 2

Development and coordination of training topics and content

  • Ways to identify training needs. Qualitative and quantitative indicators
  • Structure of the pre-training questionnaire
  • Agreeing on the training plan. Goals of the trainer, client and participants. Analytical preparation of training
  • Construction of a training program taking into account pre-training diagnostics. Structure or “script” of the training
  • List of equipment and supplies for training
  • Feedback Forms

Workshop:

  • preparing a business training script. “Timing of business training”, “Components of the training program”, “Training content”
  • case “Preparation and sale of training.”

Day 3

Nonverbal secrets of coach behavior

  • Nonverbal Behaviors
  • Gestures of confidence and uncertainty
  • Winning nonverbal behavior in discussions
  • Methods of “seizing” territory
  • Peculiarities of a trainer's gestures as the key to a positive influence on the group

Workshop: practicing techniques for non-verbal interaction between a trainer and a group

Self-presentation of a trainer

  • Levels of self-presentation of a trainer
  • “The Law of the Pyramid” in self-presentation

Workshop: practicing multi-level self-presentation techniques

Development of trainer professionalism

  • Professional competencies of a business coach
  • Trainer specialization. Searching for a topic and choosing a niche
  • Forms of work of a business coach in the modern market conditions
  • The sequence of creating a personal brand
  • Technology of writing books and articles

Workshop: exercises “Family of business trainers”, “Character Fair”, “Branding”

Emotional competence of the coach

  • Stress management in the work of a trainer
  • How stress affects a trainer's effectiveness
  • Understanding emotions. The ability to control one's own emotional state
  • Developing the ability to influence the emotions of training participants

Workshop: exercises “First aid in stressful situations. Special techniques”, “Development of emotional intelligence”, “What, where, when”

Registration for the seminar

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

By “training” I mean a special form of training other than a seminar, workshop or presentation. The specifics of the training are reflected in such characteristics as:

  • person-centered approach,
  • high emotional involvement and intellectual activity of students,
  • interactive mode,
  • small study group size (usually eight to twelve people),
  • scientific basis.

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- increase the efficiency of participants’ actions (2); purpose of the seminar- inform on certain issues.

If the transfer of knowledge in a seminar itself is the goal, then new knowledge in the training is needed solely to solve two problems: 1) help participants analyze and understand their own experience, 2) facilitate the development of new, more effective forms of behavior. Accordingly, the ratio of theory and practice in training is usually 20/80. You will agree that there is a fundamental difference between the result of the seminar, “to be more erudite,” and the training, “to be more effective.”

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

"Training topics" "Non-training topics"
Negotiations, sales, influence, conflict management, stress management, team interaction, leadership, decision making, managing people and teams, selection interviews, goal setting and time management, emotional intelligence, delegation, feedback and some others are the topics that are most are effectively worked out 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 transmitting information relevant to them to training participants. It is not enough for a trainer, unlike a lecturer, to simply master the topic and be able to cover it in an engaging way, because he is faced with more complex tasks. Here are just a few of them:

  1. Increase the level of self-understanding of participants, i.e., provide 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; promote awareness of stereotypes, motives and attitudes that reduce effectiveness, achieve a better understanding of one’s own emotions and more effective management of them.
  2. Encourage training participants to accept responsibility for the outcome of interpersonal interactions. Participants learn to take a proactive position instead of a reactive one, realizing their contribution to the process and result of interpersonal interaction.
  3. Develop sensitivity to your communication partner. Teach to pay attention to the individual characteristics of a communication partner, his emotional state, and understand the motives of his behavior.
  4. Increase the degree of freedom and flexibility in communication. To do this, the trainer provides conditions in which participants can explore their own attitudes and behavioral stereotypes, provides feedback, and encourages them to experiment with new forms of behavior.

As you can see, the trainer faces unique tasks that are absent in any other form of training, so later in the article I will not call everyone who is engaged in short-term training “trainers”, but only those who actually conduct training.

The uniqueness and complexity of the tasks facing the coach require long-term and systematic preparation with many “ingredients”:

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

Let's look at each point in more detail.

KNOWLEDGE

Field of knowledge Includes questions
Training as a teaching method Goals and opportunities of the training. Types of training groups. Functions of a trainer. Structure and stages of training. A framework for experiential learning. Principles and rules of the T-group, rights of participants and code of ethics of the trainer. Methods and techniques used in the training. Key competencies of a trainer. Opportunities to work with attitudes, values ​​and beliefs in training. Trainer Code of Ethics. Stages of training development. Evaluation of training effectiveness.
Personality Personality structure, individual characteristics, motivation, emotions, needs, temperament and character, self-concept. Personal development.
Communication and group Structure of communication, 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 questions presented in the table are studied in various branches of psychology. So, you can find answers to questions in the area of ​​“training as a teaching method” in textbooks on practical psychology. The topic “Personality” is a section of any textbook on general psychology. You will find comprehensive coverage of the issues of “personal development” in a time perspective in developmental psychology and developmental psychology. “Communication and group” are studied in social psychology.

Depending on the “topic of the training” you can refer to “management psychology”, “organizational psychology” or “business psychology”. There are a number of interdisciplinary issues that have not only psychological content. In the study of “conflicts,” social psychology, which studies conflicts, as well as “conflictology,” will serve you well. The issue of time management is considered from a scientific point of view in psychology, but “planning” is studied both in psychology and in management.

Before moving on to the issue of communication skills, it remains to state that the scientific basis of the 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 possess the appropriate skills. Communication skills can be divided into 2 groups:

  • interpersonal communication skills,
  • group management skills.

Interpersonal communication skills include the skills of establishing contact, small talk, argumentation, assertive behavior, active listening, asking questions; observation of non-verbal manifestations, sensitivity to emotional states, empathic listening, skills in implementing cooperation strategies, constructive Feedback, diagnosis and conflict resolution.

The effectiveness of group management is determined by the ability to see not only the individual people who make up the training group, but also to perceive the group as a single whole, representing something more than the sum of individuals. Since the effectiveness of the T-group 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 work of the group taking into account the role composition (3).

Group management involves:

  • a) moderation techniques
  • b) facilitation skills.

Moderation- a way of interacting with a group for the purpose of organizing discussions, brainstorming, playing games, group reflection, etc. Moderating the work of a group means structuring the group process and guiding and directing the group to achieve the planned result.

Facilitation- a trainer’s method of action that accelerates the process of development of the T-group, promotes constructive resolution of conflicts in the group, awakens the motivation of participants to learn, contributes 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 in unpredictable, unexpected and tense situations “like a fish in water”, to use spontaneously occurring situations for the purpose of training and development of participants.

INSTRUMENTAL COMPETENCE

The trainer's repertoire of tools consists of: basic methods and auxiliary ones. Main methods: a) discussion and b) role-playing game. 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) techniques for providing feedback in its various varieties, 3) techniques for activating consciousness, 4) techniques of confrontation, etc.

HIGH LEVEL OF SELF-UNDERSTANDING AND INTERNAL HARMONY

As a rule, theoretical knowledge and skills in applying methods, techniques and techniques in themselves are not enough to cope with a difficult situation that arises in training. Under the influence of his own poorly understood emotions, a coach may lose his capacity 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 or techniques will help here.

So, another necessary condition for the effectiveness of a coach is internal 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 in time “here-and-now,” and do not analyze yourself and yours after the fact. acting as an external foreign object, trying to find a justification or explanation for why you acted in a certain way.

Being in touch with your feelings, understanding the motives of your own behavior is the key to effective self-regulation, and therefore maintaining effectiveness in any, even the most difficult situations.

VALUES

The psychological climate in the T-group critically depends on the values ​​borne by the coach. A coach in this sense is similar to a teacher or parent; the relationship with the child is primary, and pedagogical techniques are secondary. If a teacher does not love children, then no tools, techniques or techniques can compensate or disguise the teacher’s attitude towards the student.

In order for participants to feel comfortable in a group, actively ask questions, express themselves, ask for feedback, participate in role-playing games and video tests, experiment with a variety of behaviors, try out a variety of techniques and techniques, without fear of making mistakes or looking incompetent, it is important that the coach transmitted (but did not impose!) certain values. These include:

  • Partnerships "I, you". Seeing another as a person (and not an object of influence, as is customary in NLP, for example) and building subject-subject, personal relationships. This is a rejection of the desire to dominate or manipulate training participants.
  • Trust in people. It means the trainer’s sincerity and openness in relationships with participants and willingness to cooperate, perceiving the training participant as an equal partner.
  • Belief in human potential. See the desire for development in the training participants and support them in this.
  • Recognition and consideration of individual differences. Focus on the individual needs of training participants, rather than blindly following the training program. Promote participants' self-understanding and development of their individual style, rather than providing them with impersonal and stereotyped forms of behavior.
  • Adequate expression of feelings. Be sincere with training participants and openly express your feelings.
  • Authentic behavior. Be authentic, real with the training participants, and not play a role, because training is not theater.
  • Openness to new experiences. This is tolerance for uncertainty, readiness for the unexpected and unpredictable in training.
  • The desire for self-development. Constantly learn and develop yourself, even while conducting your own training, thereby setting an example for the training participants, because one of the functions of a trainer is to be a standard participant.

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

STAGES OF PREPARATION OF A PROFESSIONAL COACH

Stage 1. Personal readiness, communicative competence

The student gains personal experience of participating in trainings, the purpose of which is to develop communication skills and growth of self-understanding. It is important that communication trainings present both interpersonal skills, so group work skills. Regarding 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 in participating in trainings, which will help in future coaching work to better understand the participants in their trainings.

Stage 2. Methodological preparation

Having acquired communication skills, gaining a deeper understanding of yourself and moving towards inner harmony, the student proceeds to methodological training. Here we can highlight multiple tasks:

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

Stage 3. Internship

Start of internship - observation at work as a 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 training participants during classes and during coffee breaks, not show emotions while observing the work of the training group, avoid the attention of T-group participants, etc. His place “behind the circle”, i.e. 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 happening in the training through the prism of theoretical and methodological knowledge acquired at the previous stages of training.

Internship continues co-coaching- joint training with an experienced trainer. At this stage, the trainee (outside the training sessions, during coffee breaks, at the end of the training day and after the completion of the training) often enters into an argument with the training trainer on certain issues, which allows him to: 1) understand the line between the fundamental issues that are regulated by the principles and rules of training, and unprincipled issues, where the individual style of the trainer begins; 2) clearly formulate your positions on unprincipled issues (not regulated by principles and rules, allowing for variations), thereby developing your own individual style of conducting training.

The final stage - supervision- work under the supervision of an experienced trainer. At this stage, the training trainer (supervisor) gives feedback to the trainee. The supervisor has the opportunity to make corrections in the trainee’s actions and make sure that the trainee has achieved an acceptable level of professional competence.

Both co-training and supervision allow you to receive feedback from a more experienced colleague and discuss your first experience in conducting training. The trainee asks a lot of questions, “how”, “why”, “why”, discusses what he saw, reasons, learns to see the group as a whole, greater than just the sum of the participants. In practice, with a real training group, the trainee practices the skills and techniques he learned during the methodological training.

Having listed the components of training for a professional trainer and 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, between trainings it is important to leave time to reflect on the experience gained and practice the acquired skills. Accordingly, high-quality training for a coach cannot last less than 6 months; it is better if it is longer. The optimal duration is from 1 to 2 years.

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

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. From the 60s to the 90s in the Soviet Union, the word “training” meant precisely psychological training, the purpose of which was the development of social competence (business communication) and personal effectiveness. However, starting from the late 90s, the word “training” began to be used to describe almost any form of training. 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 be developed: establishing contact, influencing, argumentation, motivating influence, feedback to the team, etc.
  3. Group role composition - the range and combination of group roles.

Pyotr Kholyavchuk

1. Effective in communication: capable of organizing dialogue both with the group as a whole and with its individual participants. 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, he knows how (if necessary) to “be in the center.”

2. Competent in the field of group dynamics (“group studies” and “group leadership” skills): how a group lives and develops, what stages and crises it goes through, is able to describe and model group processes.

3. Observant, able to track individual and group signals that indicate the state of the group (participants), the level of their progress in the material.

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

5. Clearly formulates a system of training goals and objectives, defines the zone and boundaries of training opportunities (training and non-training solutions), and is capable of “translating” training goals into the language of the skills being developed.

6. Has the skills to work with the skill. A very important and at the same time specific class of competencies for business training. It is the formation of the participant’s skill that specifies business training in the training field. This requires the trainer, firstly, to be able to “see a 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 to practice it (training). Thirdly, the ability, through observation and organization of observation (and self-observation) of training participants, to diagnose the adequacy of the use of a skill - whether the skill being practiced is “taken” or assigned by the participant.

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

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

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

10. Has training design skills: developing both individual training (training module) and holistic training programs (training systems).

11. Has developed skills in conceptualization and structuring of both subject material (content) and the process of its development: is able to offer the group a summary of what was said (using the language of the speaker and the group).

12. Skill of supporting and developing 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 maximum activation of the personal potential of each training participant. The coach constantly maintains the “tone” of the group (“imitation of group success”).

The market for training services is becoming more and more complex, which creates certain problems for its participants. Client needs for training services are changing and demand is growing. New players are forming proposals, offering new or qualitatively improved solutions for customers who seek to find and firmly occupy a market niche. The focus of the activities of the main market players and building personal relationships with customers is primarily focused on the product. There are different coaching models, styles and practices. Analyzing the success stories of famous trainers, we can highlight several of the most striking descriptive characteristics of trainers.

There are trainers who are showmen, providing results on an emotional level; they know how to work well in the audience with training participants. However, they rarely demonstrate a systematic approach, do not conduct a structured analysis of training needs, and do not ensure the implementation of training results - these are customer reviews. Solving these problems and responsibility for training results is transferred to the customer. Trainers-showmen are more process-oriented; they are good at individual tasks, which most often are not related to solving complex business problems, but to organizing at the level of interpersonal interaction, and solving problems of the internal climate and relationships. Their personal energy and creativity can be a good incentive for change for individual training participants.

There are theoretical trainers and philosophical trainers.

The first ones defend the position that in order to solve the customer’s business problems it is not necessary to understand business or be an expert in the subject area. Theorists believe that it is not necessary to have practical experience as a manager in order to teach others the basics of management. And in order to teach others the art of sales, you don’t have to be a salesman yourself and know how to sell when it comes to sales techniques. Such trainers more often act as facilitators, the value of whose services for business is expressed in their ability to systematize the knowledge of the target audience or offer “book” solutions.

The work style of philosophical trainers focuses primarily on business philosophy and emphasis; as a rule, they do not descend to the level of tools and specific solutions. They give instructions in the imperative mood and often act as authoritative specialists. Practicing trainers who offer systemic solutions, work according to standards, have practical experience of working “on the other side”, think in business terms - the demand for them is always growing. They are in demand as change agents in organizations and successful in business consulting.

Understanding the styles, teaching methods and approaches practiced by modern business trainers allows customers to realistically assess the advantages and disadvantages of the offerings filling the training services market. In our time, it is still synonymous with Shakespeare’s: “To be or not to be?” If the question is “Which coach, for what tasks and how to choose?” There is no single list of criteria for choosing a trainer for modern customers. There shouldn’t be such a list, since selection criteria change depending on business development priorities. The managers of some companies see a trainer as a business partner, a change strategist and form a high level of expectations - other companies are still guided by the price factor when deciding on choosing a training company. A qualitatively new understanding of the work of a business coach and the value that he is called upon to create for the customer, evolutionary processes indicate the formation of training services inherent in the market. In order to successfully solve the problems of modern business, professional business trainers must meet the following requirements:

  • · Ensure the practicality of the proposed solutions and high quality;
  • · Be responsible for the results of the training;
  • · Specialize in certain areas (management, sales, team building, logistics, etc.), which undoubtedly affects the quality of services provided and demonstrate high standards of work as a business coach;
  • · Offer a transparent pricing policy and maintain a balance between price and quality;
  • · Be oriented in business and understand key business processes in practice, and not from books;
  • · Do not impose your opinions and ready-made solutions, but be consumer-oriented;
  • · Demonstrate project management skills and be able to conduct quality research.

An assessment system is needed to assess the degree of compliance with certain requirements. The activities of a trainer, like any other specialist, are measured and evaluated all over the world. Until recently, there was no common understanding of the criteria for evaluating the work of a business coach. There were no trainers for the needs of modern business, just as there was not a single professional training program for a business trainer. In order to make the right choice, assess the level of professionalism of a business coach and be sure that the specialist’s qualifications are sufficient to complete the tasks assigned to him, evaluation criteria are needed.

There is a certain level of professionalism that a trainer must meet in order to ensure training results, regardless of which target audience the business trainer has to work with, whether with owners, directors or sales representatives. Over time, each practicing trainer develops his own unique style, forms his own competitive advantages, develops training “tricks” that influence the perception of the learning process by training participants and allow them to evaluate the effectiveness of the training on an emotional level - “like” or “dislike.” It is important for a business coach to provide positive learning outcomes on an emotional level in order to meet the expectations of modern customers. It is important to identify and solve specific business problems.

The roles of a business coach that he must perform in order to meet the expectations of modern business, the tasks that he must solve and the areas of responsibility are schematically depicted in Figure No. 1. The competency model we proposed provides a set of criteria for managing the personal effectiveness of a business coach. Regardless of the area of ​​specialization and the practiced style, to suit the needs of modern business, in general, about the development of a unified approach, a common language for describing the effectiveness of modern business coaches.

A leading specialist in his field must be a strategist, an expert in his field of specialization, interested in the customer’s business results and be a business partner. Professional compliance requires a business coach to effectively allocate resources, be a leader and facilitator of change, and manage projects. A successful business coach must constantly improve himself and strive for excellent results, and must be distinguished by a desire to learn more. At the same time, be able to clearly and simply explain the material and argue with it, have a strong personality and inner confidence. It is important for a coach to be open and accessible in communication, demonstrating behavioral flexibility. It is typical for a business coach to be dynamic, result-oriented and pragmatic. When coaches act as change initiators, mentors, consultants and business partners, then they are truly successful. The principles and standards of professional activity that a professional business coach must meet, the priority tasks that he must solve, determine the areas of responsibility of the business coach. An example of such principles and standards can be international standards for the work of a business coach, which are adapted to regional characteristics and are being implemented as a result of fruitful cooperation between the School of Business Coaching and the consulting company ADDWIZE with the International Board of Standards for Training, Performance and Instruction (ibstpi).

Interact and communicate effectively:

  • · Form professional speech in accordance with the characteristics of the audience, the business context and their level of culture.
  • · Apply professional verbal and non-verbal communication skills, active listening, feedback and business presentation skills.
  • · Bring in interactive teaching methods and technologies in accordance with learning objectives.
  • · Use emotional competence and be able to establish contact with the group.

Expand and improve professional knowledge and skills:

  • · Form and develop strategies for knowledge of teaching principles and methods.
  • · Know subject and related areas, expand the range of learning styles, and constantly update your professional skills.
  • · Constantly improve your skills, establish and maintain professional contacts, and take part in professional development events.

Adhere to legal standards and professional ethics:

  • · In the activities of a business coach, it is necessary to follow ethical standards.
  • · In relationships with participants in the learning process, ensure equality.
  • · Confidentiality, one of the main criteria of a business coach.
  • · Respect intellectual property, including copyrights.

Establish and maintain professional trust:

  • · Bring and initiate trusting professional behavior of a business coach.
  • · Show the importance of other people's points of view.
  • · In an area of ​​specialization, demonstrate mastery and expertise.
  • · Initiate changes and be open to them.
  • · Form professional activities with the goals and objectives of the customer in the organizational context.

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

One of the greats said that “we stand on the shoulders of giants.” This means following the pioneers and leaders who came before us. Such giants are coaches, scientists, researchers and athletes who achieved high 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 intuitively experiments (not to the detriment of athletes) - in search of both immediate and long-term results. Then he tries to find explanations for these results, if there were any.

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

Trainer skills

Practice shows that trainers do not always have sufficient methodological knowledge adapted to practical activities in training. The development of coaching activities consists of the following process: planning - execution - analysis of what has been done. The trainer must be able to:

optimally plan and design the educational and training process, namely:

Adequately comprehend program and methodological requirements;

Diagnose the real capabilities of students;

Consistently design the objectives of the educational process to achieve the planned milestones and final results;

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

Plan and regulate training and competitive loads;

Master the forms, methods and content of comprehensive readiness control;

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

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

Concentrate students' attention on performing 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 compliance of training results at various stages of preparation with the assigned tasks;

Identify the reasons for the successes and shortcomings of the results of the training process;

Draw timely conclusions from the results obtained and make rapid corrections to the educational and training process.

The process of “planning - execution - analysis” is cyclical. To effectively carry out this process, the trainer needs certain knowledge, skills, and abilities.

Personal example of a coach - a leading method of education

Among the various methods of education, the personal example of the trainer is of particular importance, because all the others can be effective if the trainer-teacher enjoys authority.

The coach is an ideal model of the human personality: he does not drink, does not smoke, adheres to a sports regime, is polite, attentive, and takes every training session seriously. The student should see in his coach a person of high culture, educated, and capable of answering any questions. Not only the behavior, but also the appearance of the coach must be impeccable - a neat and beautiful work uniform, an elegant look for everyday clothes.

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

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

Conviction should not turn into notation. The coach needs to use carefully selected examples when speaking with individual athletes or groups 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 confidence in their abilities, as well as the opportunity to consolidate the studied motor action.

Punishment helps strengthen character, fosters a sense of responsibility, trains the will, and the ability to overcome temptations. Punishment must be timely and fair. The young athlete must clearly understand why he is being punished.

In relationships with students you need to look for a “golden mean”. There should be an individual approach to each student, 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.” “Strict and fair” would be more appropriate. The student should see the coach as a teacher and assistant. And both the student and the coach must participate in the process, understanding that the problem is a common one. If a coach tells an athlete: “I explained everything to you, the rest is your problem” - this is a dead end position. Sometimes it’s even worth pretending that the coach himself doesn’t really understand what’s going on, then the student begins to feel more responsibility and independence. In this way, it is possible to achieve spiritual unity, both with an individual athlete and with a group of students.

Summarizing the above, it is necessary to emphasize the following aspects of the coach’s activity:

The main role of the coach is to actively promote the process of individual development of students by achieving the proper level of physical condition, which determines stable health and high sports results.

The coach is a mentor in the ethical and moral education of students.

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

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

The coach must be responsible for ensuring that his students do not use prohibited performance-enhancing drugs.

The coach must make the athlete aware of the harmful consequences of using prohibited substances and taking psychotropic drugs.

A person with bad habits does not have the right to be a coach of children's and youth sports.

The coach must constantly work to improve his professional skills.