Trainer competencies. Recommendations for developing the competencies of a business coach. Personal example of a coach - a leading method of education

Business coach, management consultant, Managing partner of the Intellect Service company.

Implemented more than 450 consulting and personnel development projects in Moscow, St. Petersburg, Voronezh, Rostov-on-Don, Krasnoyarsk, Perm and other cities of Russia. Head of the author's Business Trainer Training Program.

Among clients: OJSC Rostelecom, OJSC RUSAL, Central Black Earth Bank of the SB RF, FSUE Salyut, Domodedovo Airport, CJSC Raiffeisen Bank, OJSC Pigment, Komdiv Company, OJSC Pervomaiskhimmash, Trade House Morozko and many others.

Profession business coach: competencies, training, career development

The demand for professional business coaches has been growing in recent years. The staff of in-house trainers is increasing, customer base training companies and freelancers. HeadHunter's research service predicts an increase in salaries for training managers in 2012. But despite all this, the profession of a business coach still remains quite exotic. In this article I want to answer basic questions professional development business coach. What qualities do you need to have to make a coaching career? How to become a professional in this profession? This is what we will talk about.

Where do trainers come from?

As far as I know, universities do not train business trainers. So where do they come from? As a rule, trainers become those who already have a basic higher education and experience working in business structures. I have never met business coaches without a higher education, and many have two or three degrees. Among successful business coaches, many have a basic psychological or physical and mathematical education, but the list is not limited to these professions. It is impossible to say which diploma holder will become an effective professional. It is much more important to have the necessary personal qualities.

While forming a competency model for a business coach, we came to the conclusion that in addition to high general and emotional intelligence, the following personal qualities, knowledge and skills are needed.

Personal qualities

• Tolerance and sensitivity.
• Communication skills.
• Learning ability (flexibility of thinking, etc.).

Knowledge and skills

• Basic professional knowledge, broad outlook.
• Public speaking skills.
• Skills for managing group dynamics.
• Ability to persuade.
• Ability to structure information.

We use this competency model when assessing coaches and coaching potential. Of course, for those new to the profession or those just planning to become a coach, skills in managing group dynamics are not required. Trainers undergo methodological training at trainings for trainers. And it is there that you can learn this (and much more). But a certain groundwork in the field of social intelligence greatly facilitates learning.

So, at the start you need to have:

• Higher education.
• Experience working in business structures (desirable).
• Developed general, social and emotional intelligence.
• Required kit personal qualities.

If you have all this, go to the training of trainers.

I would like to become a trainer, let them teach me!

There are plenty of offers on the market for professional training of business coaches. Different authors, different duration, different content. Many training companies advertise their programs and encourage trainers to undergo training with them. How not to make a mistake in choosing? What should you pay attention to when choosing a business coach training program? In my opinion, pay attention to three main points: the content of the program, the training format and the author’s working style.

• Training methodology. Training is a special form of training. Trainer training should include familiarization with the specifics of training, the main approaches to the development of training programs.
• Working with group dynamics. By understanding the patterns of development of a training group, many mistakes can be avoided. But knowledge alone is not enough. The trainer must have developed skills in this area, including improvisation and resistance management skills.
• Technologies written work and organizing the training (including preparing the training design, handouts and all the necessary details).
• Methodology for conducting specific training programs (sales, communications, etc.).

When conducting training of trainers we use the following general scheme coaching competencies (in the figure), which reveals some general provisions.

Rice. 1. Graphic model of a business coach training program.

Moving on to the format of the training of trainers, I would like to focus on its duration. Of course, the offer to become a coach in 2-3 days sounds very tempting. The only problem is that it doesn't happen! It takes a very long time to master knowledge and develop skills.

If you want to receive full coaching training, then give preference to programs lasting at least 6 days. The optimal format of the program is several training sessions with an interval of 1-2 months. As a rule, in the intervals between sessions, it is expected to do homework, test the acquired knowledge, conduct or assist in conducting trainings.

Training of trainers, which is organized in this way, allows you to gain stable training skills and begin independent work.

And last but not least, the author’s working style. When choosing a trainer of trainers, you should pay attention to two points.

Firstly, this is the presenter’s own coaching experience. It is impossible to teach training without extensive training experience. But in Russia anything can happen.

Secondly, look at how the author of the training works. Today there is no single universally recognized school in training. Of course, the basics of training are the same for everyone, but then quite serious differences begin. It is impossible to say which approach is correct. Moreover, with a sufficient level of professionalism, representatives of different directions achieve approximately the same results. In my opinion, the basis for choosing one approach or another can be “individual compatibility”. That is, how suitable this or that school is for you.

Therefore, it will be very useful to look at the work of the coach you are going to learn from. When assessing work style, you can be guided by the categories “like it - don’t like it.” Believe me, you will most likely like what is closest to you. This is the kind of trainer you should go to for training. After his or her training of trainers, you will feel comfortable putting the acquired knowledge into practice.

If you have chosen the “right” training of trainers, this is a good start to your professional career. But it's just the beginning. What's next? Next comes active practical work, constant self-education and additional training.

Coaching career

As a rule, coaching practice begins with “paddling pools” - free trainings, working with students or conducting mini-trainings in the company of friends and acquaintances. But sooner or later you need to move on to professional activity and start making money. There are three main directions for developing a coaching career:

• Working as an in-house trainer.
• Work in a training company.
• Freelancing.

Each of these paths has its pros and cons. I have compiled them into one table to make decisions easier.

	In-house trainer	Work in a training company	Freelancing
+	· Stability · Predictability of career development · Training/advanced training	· Education · Teamwork	· Liberty · Opportunity to create a personal brand · Diversity of projects and experience
-	· "Boring" · Not always decent pay · Lots of non-training load	· High barriers to entry	· Difficulties of becoming · Alone, all alone...

Table 1. Paths to developing a career as a business coach: pros and cons.

In practice, coaches often use two or more options simultaneously. For example, an in-house trainer also practices as a freelancer or collaborates with a training company. But still, some things are basic and some things are secondary.

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;

Design tasks consistently educational process reaching 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 a 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.

Turning to the respondents’ coaching experience and education in this area, it is worth noting that five out of sixteen respondents have less than six months of business training experience. We will further consider this category of respondents as beginning business coaches. I would like to note that beginners can also include those whose training experience ranges from six months to a year, but in our study there are no such respondents. The remaining eleven respondents are included in the category of experienced trainers, since they have experience in conducting training from one to three years (two people) and more than five years (nine people). Let us pay attention to the availability of specialized education among the respondents: only three out of sixteen respondents did not undergo vocational training this species activities (see Table 2).

Table 1. Demographic characteristics of the study sample

Table 2. Professional characteristics of the sample

As already noted, the respondents were divided into two groups: beginner business trainers (with up to one year of training experience) and experienced ones (with at least one year of experience in this field). In the future, a comparison of the importance of competencies will take place between these two groups, in order to identify the presence of differences of opinion and their possible reasons.

Research procedure:

1. Development of a questionnaire for conducting a survey;

2. Distribution of the questionnaire among respondents - practicing business coaches;

3. Filling out the questionnaire by respondents;

4. Collection of completed questionnaires by the researcher or his representative.

To confirm the importance of business coach competencies identified during the survey, a series of in-depth interviews were conducted with practicing trainers.

In order to this study a list of questions was developed for conducting in-depth interviews with business trainers (see Appendix 4).

This list includes four groups of questions. The first group contains questions related to the professional activities of the interviewees, namely whether they have specialized education in this field and detailed information about the trainings they conduct most often (duration, topics, etc.). These questions serve as a tool for establishing contact with interviewees.

The next block of questions concerns the structure of the training, which stages of the training process a particular specialist identifies, as well as the actions that he performs at these stages.

The third block included questions related to assessing the effectiveness of trainers; who is conducting the assessment and based on what criteria.

In the last part of the interview, respondents were asked to list those knowledge, skills and behavioral characteristics of a business coach that are most important for his activities.

A total of two in-depth interviews were conducted with practicing trainers.

Research procedure:

1. Development of questions for in-depth interviews with practicing business trainers;

2. Conducting in-depth interviews.

Let's move on to consider the main results of the study.

2. 2 Main results of the analysis of the business training process and the competencies of a business coach

Let us turn directly to the observation results.

To begin with, it is worth noting the typical structure of a four-day training. As a rule, one training day consists of eight hours of classroom work with three breaks for coffee and lunch. Thus, it turns out that each training day is divided into four approximately equal time parts (from one and a half to two hours), which will be further called modules.

In order to make students’ work varied and interesting throughout all four training days, a business trainer needs to have a large number of techniques and techniques in his arsenal. Otherwise, they may be reused, which may not have the most positive effect on the activity and involvement of participants. Thus, during the observation of long trainings, on average, the use of four to seven training techniques was noted in each module. At the same time, it is worth noting that during the entire training the repetition of the techniques used occurred no more than twice. It is also important to mention the fact that during the observed trainings, situations arose when students completed the trainer’s task in a shorter or longer period of time. When such situations arose, the coaches made adjustments to further work in order to comply with the established timing. To achieve this, previously planned training elements were replaced with more suitable ones in complexity and duration, which allowed the training group to ultimately stick to the schedule.

Now let's move on to the results of observing the behavior of coaches and the skills they used.

At all business trainings studied, trainers actively demonstrated their communication skills. Even before the start of business training, they began to get to know the participants, thereby establishing contact with them. During the training process, attention was paid to both the work of the group as a whole and its individual participants. At the same time, the trainers always provided assistance to the participants when difficulties arose in perceiving new information and practicing skills. During breaks, the trainers also interacted with the training participants: a wide range of issues were discussed, ranging from work-related topics related to the training to everyday issues.

The next factor that received significant attention was emotional intelligence. Its manifestation both at the personal and group levels was noted among all coaches. During one of the training sessions, a small conflict arose between the participants. The coach refrained from getting involved in the controversial situation; he did not accept either side. However, he was able to quickly recognize the motives driving the participants in the conflict and “read” their emotions. Based on this analysis, the trainer suggested ways to resolve the current situation without harming the work of the group and the participants themselves. When difficulties arose in students’ perception of information, none of the trainers showed impatience or lack of restraint. All inaccuracies and misunderstandings were clarified either in individually, or for the whole group.

All trainers demonstrated skills in working with a group. Various techniques and techniques were used to increase the activity of participants. For example, in the case when group dynamics decreased, the trainer suggested a warm-up, or when practicing skills, gave exercises that required physical activity, interaction and participation of each student. On the other hand, to establish a calm environment and reduce group dynamics, the trainers gave individual tasks in which the participants had to develop their personal ideas, build models, etc. Such activities, as a rule, led to increased concentration of participants on the process and a decrease in distractions by external factors. This position also demonstrated the flexibility of the coaches and their attitude to change. In particular, assessing the speed of the group’s work and the students’ perception of information, the trainers simultaneously assessed the program they had compiled and, if necessary, made changes to it. For example, they replaced long exercises with faster ones, and they could also remove or add some conditions in the tasks to change the level of difficulty.

Since all the trainings that were observed were open, the manifestation of political thinking, which describes an understanding of the power and hierarchical features of the company, was not noted within their framework. At the same time, all the trainers showed situational thinking: using examples, they showed the possibilities of using the skills they were practicing in different situations, as well as their place and role in common system activities.

It seems impossible to evaluate the manifestation of such a skill as “the ability to generate ideas”, since it is impossible to determine with absolute certainty what in specific cases is improvisation by the trainer and what is good preparation.

During the observation, it was also not possible to determine the degree of congruence and self-awareness of the coaches, since these qualities are not sufficiently obvious and differ in their internal orientation. As for trust, its manifestation was also quite difficult to assess due to the lack of grounds for its manifestation. Moreover, the nature of the relationship between trainer and participant does not require a high degree of trust on the part of the trainer, since in essence the trainer only conveys information without accepting anything in return.

In turn, such traits as honesty, openness and simplicity could be observed in the behavior of each coach. They were especially evident when business trainers gave feedback on the exercises completed by the participants. The coaches made critical comments based on objective factors, and tried to convey this as simply and in detail as possible to their players. It is also worth noting the fact that the feedback was always non-evaluative, that is, it was not based on the subjective or biased opinion of the coach, but on objective factors and indicators. This fact was considered as a manifestation of ethics by the coach.

Enthusiasm and the ability to inspire were also noted among all trainers. During the learning process, they showed interest in the current topic and tried to convey this interest to the students. The material was presented in an interactive form with a large number of examples, thus illustrating the application of knowledge and skills in practice and showing the training participants their practical significance. When practicing skills, the trainers did their best to encourage their students to work actively, which can be considered as external stimulation for activity and even, to some extent, inspiration.

Such a behavioral indicator as empathy has also found its application in business training. When participants had problems mastering the material, the trainers always looked for the reason for the failure and then helped the students overcome existing obstacles. At the same time, they did this with maximum participation and attention.

Turning to the results of observing short trainings, first of all it is worth noting the fact that in terms of duration they can be equated to one module of a long training. At the same time, I would like to note that in the observed one-and-a-half and two-hour trainings, a significantly smaller amount of information was transmitted, and the skills being practiced were more narrowly focused and specific.

Observation showed that during these trainings, from three to five training tools were used. At the same time, no repetitions were observed.

Establishing communication with participants in short trainings also occurred before the start of the trainings themselves. During the training process and upon its completion, the trainers showed themselves as active interlocutors aimed at maintaining communication.

Further, the ability of business trainers to organize group work was noted. It is worth noting that the participants in the mini-trainings were active and quickly interacted with other students and the trainer himself.

During the observation process, business trainers demonstrated situational thinking: participants were provided with explanations about the role, place, and significance of the skills being practiced in their professional activities.

Just as in the observation results described above, in this case the coaches behaved openly towards their students. The answers to the questions were as clear and straightforward as possible.

Since mini-trainings are significantly limited in time, the trainers needed to get the maximum benefit from the students. Using various techniques, tools, and real examples, the trainers involved their students in the process and stimulated them to be active.

When transferring feedback business trainers were open, straightforward and ethical, pointing out shortcomings in their actions to training participants using objective justifications and facts.

During the observation of one and a half and two hour trainings, it was not possible to observe all the skills and indicators of behavior described in the model of J. Maritz, M. Pagenpowell, K. P. Mayberg. However, this does not mean that the trainers studied do not possess them. The absence of manifestations of these skills and behavioral characteristics during the training process can be justified by the lack of suitable situations when they could be demonstrated.

It is worth noting that the observation results cannot be considered absolutely reliable due to the possible subjectivity of the observer, which is a limitation at this stage of the study. This limitation exists because the observer could be distracted by the course of the training, not notice the manifestation of some professionally significant characteristics, or incorrectly assess their manifestation.

Let's move on to consider the main results of the survey, namely the part of the questionnaire where respondents were asked to assess the importance of the knowledge, skills and behavioral characteristics necessary for a business coach. Let's start analyzing the survey results with the category “Necessary knowledge” (see Table 3).

Let's pay attention to general trends. Among the most important knowledge, respondents noted the following: knowledge of the characteristics of individual and group behavior, knowledge of different learning styles, as well as knowledge of the training process. At the same time, it is worth noting that the difference in assessing the importance of this knowledge between the two groups of respondents is small: it ranges from 0.1 to 0.13, which indicates the unanimity of the opinions of the interviewed trainers.

The remaining four groups of knowledge (leadership theories, management fundamentals, business specifics and national and cultural characteristics of students) were awarded an average level of importance - ranging from four to five points. An interesting fact is that novice and experienced business coaches agreed only on the need for specific knowledge in business. Turning to the other three characteristics, we see that novice trainers rated them highly. Since experienced business coaches, over the years of their practice, have certainly gotten to know this industry better, we will rely more on their opinion. Thus, we can conclude that novice business coaches tend to overestimate the importance of certain categories of knowledge (even despite the fact that they assigned it an average degree of importance) due to the lack of sufficient experience in this field.

Table 3. Assessment of the importance of knowledge required for a business coach

Required knowledge	Knowledge of the training process (structure, its elements, etc.)
	Knowledge of leadership theories
	Knowledge of management basics
	Knowledge of business specifics
	Knowledge of different learning styles
	Knowledge of the characteristics of individual and group behavior
	Knowledge of national, cultural and other characteristics of students

I would also like to note the fact that in addition to knowledge of the training process, one of the respondents noted knowledge of training methods and the ability to write trainings.

Let's move on to consider the respondents' answers in the next category - “Necessary skills” (see Table 4).

Table 4. Assessment of the importance of skills required for a business coach

		Average for Beginner Trainers	Average for experienced trainers
Required Skills	Relationship building skill
	Emotional intellect
	Communication skills
	Group work organization skills
	Political thinking
	Situational vision
	Change management skills
	Flexibility
	Ability to generate ideas

Turning to the results of assessing the importance of business coach skills, we see that most of them were rated as highly important by both groups of coaches: ratings for relationship building skills, communication, group work management, flexibility, as well as for emotional intelligence and situational awareness are in the range from 5.91 to 7. It is also noteworthy that the respondents’ opinions regarding these skills and abilities coincide to a sufficient extent: the difference in average values ​​does not exceed 0.18.

In the opinion of respondents, change management skills are of less importance in this category, although the rating for this skill is also in the upper range of the scale.

The survey results revealed a controversial attitude of two categories of respondents to the ability to generate ideas: according to experienced trainers, this skill is of significant importance (average rating is 6.45), while novice trainers pay less attention to this skill and rate its importance at 5. 6. In this case, we can say that novice trainers may underestimate this skill. As already noted, a business trainer must be able to make adjustments to the training program in accordance with the activity and reaction of the training participants. This ability is manifested not only through the coach’s flexibility and his attitude to change, but also through the speed of his thinking, how quickly he can offer a new exercise, etc. As the survey results show, experienced business coaches notice and value this ability more.

The least important of all the listed skills, according to respondents, is the coach’s political thinking, that is, how much he understands the power and hierarchical processes in the company. At the same time, the rating of experienced business trainers for this skill is lower than that of beginner specialists, which again indicates the tendency of the latter to overestimate some skills.

The last group of competencies, the significance of which the respondents were asked to assess, concerns the behavioral indicators of a business trainer, that is, the behavior that he should convey during the training process (see Table 5).

As the survey results shown in Table. 5, the manifestation of all studied behavioral indicators is important for a business coach. At the same time, for all qualities, except the ability to inspire, there is a significant discrepancy in the assessments of practicing business coaches and their novice colleagues. Thus, the most important skills for practicing business coaches are the ability to inspire, congruence, self-awareness, ethics and trust. In support of these opinions, experienced business coaches cited mindfulness and charisma as additional qualities, which are partly similar to self-awareness and the ability to inspire. In turn, novice trainers prioritize ethics, openness and empathy .

Table 5. Assessment of the importance of behavioral indicators necessary for a business coach

		Average for Beginner Trainers	Average for experienced trainers
Behavioral indicators	Congruence (consistency with oneself)
	Self-awareness
	Openness
	Honesty
	Ethical
	Enthusiasm
	Ability to inspire

The only controversial quality in this category is enthusiasm, which is more important for novice business coaches in the process of work. It is noteworthy that one of the respondents belonging to the category of novice trainers noted the energy of the business trainer as an additional characteristic, which, in our opinion, can be identified with enthusiasm.

Let us turn to the results of in-depth interviews with practicing business coaches.

During the interviews, the typical structure of the training process considered in this research work was confirmed. Respondent 2 divides the training process into three components, namely “... pre-training work, the training itself and the third process is post-training work, these three blocks are required.” However, he notes that his vision differs from the trends established in Russian market where not enough attention is paid last stage process.

Both respondents supported B. Tracy's point of view regarding preparatory stage training and its key importance for the entire training process. “They [training stages] are actually all important, but it is clear that if the pre-training work has not been done, the other two will be inappropriate,” notes Respondent 2. An interesting fact is that both trainers believe that preparation for the training is more degree consists of working with the customer, his request and need, as well as writing training and selecting required material and technician (it was initially assumed that at this stage the trainer should pay more attention to the level of training and desires of the training participants). Respondent 1 believes that in addition to the main training program, the trainer should have a reserve of exercises with which, if necessary, he will supplement the program or replace the initially selected elements.

The assumption about the importance of post-training support was also confirmed; both trainers noted the importance of this stage for achieving final result. Respondent 1 states that “post-training support is often viewed as an independent project that the training customer orders additionally, and this has been happening more and more recently.” At the same time, both trainers noted that the effectiveness of the training is not greatly influenced by who exactly is involved in this process: the business trainer himself or the customer manager. It is important that a working program for the implementation of practiced skills, a control system and, of course, material reinforcement be developed, which together will contribute to the introduction of new practices into business. “If you skipped the third stage, then there will be a “wow” effect, but in the end there will be no practical significance,” says Respondent 2.

In the next part of the interview, respondents clearly noted that they evaluate their effectiveness. However, I would like to note that, according to Respondent 1, for this he uses feedback questionnaires and examines changes in the quantitative indicators of the company for which the training was conducted (in the case of corporate training). In turn, Respondent 2 refers to the use of the first three levels of D. Kirkpatrick’s model for assessing the effectiveness of training: “... these are emotional measurements, this is an assessment of knowledge, this is an assessment of the dynamics of business indicators, the highest level is more difficult to assess.” It is important to note that, in the opinion of Respondent 2, the manifestation of new skills in practice, or rather their consolidation in direct activities, can be assessed no earlier than three to four weeks after completion of training “subject to the presence of a system of control and encouragement.”

The respondents approached the discussion of the knowledge necessary for a business coach from different angles. Respondent 1 placed greater emphasis on knowledge of the theoretical basis associated with conducting trainings, namely “... the features of group work, what can spur it and what, on the contrary, can hold it back...”, “... certain exercises, tasks, and it is necessary to understand not only in how they facilitate learning, but also in how they impact group work.” A different approach to the knowledge of a business coach was proposed by Respondent 2, who first of all noted “...knowledge of management; a coach should always look a little further than just skills, he needs to see the whole system, what influences what, and how the processes are interconnected,” thereby also noting the importance of situational vision, which belongs to the category of skills. Moreover, Respondent 2 considers it necessary for a trainer to know the specifics of the company for which he is conducting training. At the same time, the respondent notes that for a coach, experience in the field in which he teaches is not so important, since in this case there is a tendency: “the coach begins to teach one model, his own, which may not have the same effect in another field” .

Trainers' opinions regarding teaching styles and training delivery differed. Respondent 1 states that a trainer must know all coaching styles and also use them in his work, meaning the use of different styles in the process of one training. The opposite point of view is expressed by Respondent 2. According to his opinion, a trainer should know about existing styles, but at the same time, “it is important to know your style and maintain it during the training. In principle, a trainer can change his working style during one training, but someone else’s style does not always “fit well”, and it is likely that the group will not accept you.”

In the “Necessary skills” category, interviewees unanimously noted the trainer’s communication skills as key in his activities. Respondent 1 explains that they manifest themselves not only in communication with students, but also in working with the entire group: “communication skills are important, you need to be able to build relationships with the group, be able to win them over, and also keep the audience throughout the entire process.” These words also affect the skill of organizing group work. The interviewees also included public speaking skills and the ability to convey the necessary information to the audience in the most appropriate way as communication skills. As one of the constituent elements of the group of communication skills, Respondent 2 paid Special attention emotional intelligence of the coach, noting that he must “be able to put himself in a resourceful state,” as well as “read the emotions of other people and be able to calibrate them in accordance with the current task,” which, according to D. Goleman’s model of emotional intelligence, corresponds to the manifestation on the personal level , and group levels [Goleman, 2015, p. 83].

Respondent 1 highlights the trainer’s ability to resolve critical situations as a separate skill, explaining “there are conflicts, resistance from the participants, and the trainer needs to work with their attitude so that they return to work.” This opinion, on the one hand, describes the business coach’s mastery of his emotional intelligence, and on the other hand, the manifestation of flexibility and work with changes, since these are the qualities that manifest themselves in such cases.

In addition to the skills of a coach as a specialist in his field, Respondent 2 states, he must also use the skills that he teaches to his students: “the skills that you teach, you must transmit.” The same situation arises with the behavior of the coach. According to Respondent 2, the trainer’s behavior should be related to the topic of the training he is conducting: “if it is sales, then the trainer should be more active and even aggressive, on the other hand, if we teach how to work with objections, then we ourselves become softer, more attentive and receptive” .

It is worth noting that the category of behavioral characteristics of a business coach received the least amount of comments from interviewees. The respondents did not identify behavioral indicators that every trainer, without exception, should possess. Among the features, it is worth noting the answer of Respondent 1, in which he states that the trainer must sincerely care about the training participants, so that they actually acquire new knowledge: “What is important is not strict adherence to the drawn up plan and program, but the achievement of real results and changes. For this purpose, we can push back some elements of the program and pay more attention to people.”

Thus, this chapter described the stages of the study (participant observations, survey and in-depth interviews), as well as the results obtained during the study, which will later become the basis for developing recommendations for developing the competencies of a business coach.

Chapter 3. Business trainer competency development program

3.1 Key conclusions from the analysis of the business training process and the competencies of a business coach

Based on the results of observations of long and short business trainings (four days and one and a half to two hours, respectively), we can identify a number of skills and behavioral characteristics of a business coach that manifested themselves most clearly and noticeably during the training process.

First of all, this concerns communication and relationship building skills, which begin to appear from the first minutes of business training and are used most often throughout the entire learning process. Each business training also has a tool such as feedback, which is aimed at providing information to training participants about their work and progress during the training. Important place in this process occupy openness, honesty and straightforwardness. At the same time, a business trainer also needs to be ethical and objective in order for this tool to be most effective in the process of training participants learning new practical skills. It is worth noting that the qualities of business trainers listed above were manifested throughout the entire training process, and not only during the course of their provision of feedback to training participants. Further, a noticeable manifestation of the ability to organize group work and situational vision of the trainers was noted, which was manifested in providing students with explanations about the significance of the skills they acquired for their personal professional activities and for the company as a whole. The ability of business trainers to interest students and involve them in the work process was applied in all trainings (ability to inspire, enthusiasm, energy). To a lesser extent, flexibility, emotional intelligence and trust on the part of the coach were demonstrated. However, as noted earlier, this does not mean that business coaches do not possess these qualities. The absence of their manifestation can be explained by the lack of time during the training and the absence of suitable situations.

It is worth noting once again that the results of participant observation cannot be considered absolutely reliable due to the possible subjectivity of the observer’s perception, which could manifest itself in an insufficiently objective assessment of the manifestation and use of the studied knowledge, skills and behavioral characteristics by business trainers. Therefore, to confirm the presence in real practice of the business coach skills noted during the observation, as well as the degree of their significance, a survey of practicing business coaches was conducted, the generalized results of which we now turn to.

Based on the results of the survey, it can be concluded that the most important knowledge for business trainers, according to the surveyed practicing specialists, are knowledge of the features of the training process (in particular its structure, main stages, variety of methods, techniques and exercises used), knowledge of different learning styles, as well as features of individual and group behavior. Among the most essential skills of a business coach, the following were identified: communication and relationship-building skills, the ability to organize group work, flexibility and situational awareness, which largely confirms the results obtained during participant observation. The key importance of emotional intelligence for a business coach was also noted. As for the behavioral indicators under study, we can say that all the behavioral features of a business coach, described in the model of J. Maritz and the authors, are quite important for the effective work of a coach.

It is worth paying attention to the fact that the survey results also revealed a tendency on the part of novice business coaches to attribute greater importance to individual knowledge, skills and qualities, compared to the assessments given by their more experienced colleagues. In this case, the opinion of business trainers with extensive experience in this field was considered as the most reasonable and authoritative and, therefore, should be relied on to a greater extent due to the experience of this category of respondents.

To confirm the significance of the studied knowledge, skills and behavioral characteristics in the practice of a business coach, in-depth interviews were conducted with practicing business coaches. Let's move on to consider the generalized results obtained from the interview data.

Based on the results of in-depth interviews, it was revealed that respondents pay more attention to the knowledge and skills of a business coach. Among key knowledge and skills, communication skills and interaction with the group, understanding and working with group dynamics, as well as emotional intelligence were again highlighted, which confirms the results of the survey, as well as participant observation of the business training process and the work of the business coach itself. The interviewees also noted the priority of owning a large stock of training techniques and exercises. Among other things, situational awareness, flexibility and work with changes, knowledge of the basics of management and business specifics were mentioned. Despite the fairly homogeneous opinions of respondents regarding the key knowledge and skills in the activities of a business coach, no general opinion was expressed about the peculiarities of the coach’s behavior. Taking into account the results of the observations, as well as surveys and interviews, a number of measures are further proposed aimed at developing the most significant competencies of a business coach.

Based on the results of observations, surveys and interviews, the author developed a program for developing the competencies of a business trainer, which is presented in Table 6.

Table 6. Business coach competency development program

Competence	Elements of the development program competencies	Planned results for business coach/ Demonstration of competence
	Ways to develop competencies	Measurement methods
Workflow organization	Conducting meetings with the customer for the purpose of: Determining the desired result of the training (what skills need to be taught to employees, how they should change key indicators activities of employees and the enterprise based on the results of training); Coordination of the training program.	1. Number of meetings held; 2. Number of changes made; 3. Duration of negotiations with the training customer before the actual signing of the contract for the provision of services.	1. Reducing the duration of the negotiation process; 2. Reducing the number of amendments made to the training program
	Creating your own database of techniques and methods (exercises) for conducting training, taking into account the degree of their complexity and the time required to complete them,	The number of techniques and methods (with detailed descriptions) available to the trainer.	1. Application large quantity a variety of exercises depending on the characteristics of group dynamics, the level of training of students and other factors;
	impact on group dynamics		2. Ability replace the planned exercise with a more suitable one taking into account external circumstances.
	Collection of data on the specifics of the company’s activities, for whose employees the training is conducted (analysis of primary documentation, collection of information in the media, etc.)	The trainer's level of awareness of the company's business processes	The business coach’s vision and understanding of the place of the skills and abilities he teaches in the overall system
Building relationships with training participants	1. Arrive at the training site before the students arrive; 2. Personally welcome and get to know each participant; 3. When communicating with training participants, address them by name and have eye contact; 4. During the learning process, pay attention to each student (stimulate them to express opinions and judgments, participate in group work, discussions, etc.); 5. During classroom work, maintain eye contact for 7-10 seconds alternately	1. Speed ​​of overcoming communication barriers; 2. The degree of trust between the business trainer and the training participants.	1. A business coach quickly establishes and maintains contact with his students, there are no barriers to communication; 2. The business trainer takes an active part in formal and informal communication with training participants during breaks from the learning process
	with each participant; 6. During breaks, initiate communication and take part in it
Emotional intelligence at the personal level	1. The coach’s understanding of the essence and causes of his emotions; 2. Changing your emotional state depending on external conditions; 3. Self-motivation of the trainer; 4. Activation by the trainer of his internal energy resources for work (use of special physical exercises, meditation, aromatherapy, etc.)	1. Self-esteem; 2. Assessing the level of emotional intelligence using special assessment techniques, for example, N. Hall’s method for measuring emotional intelligence	1. The trainer has such qualities as awareness and congruence; 2. The trainer does not have any unwanted emotions (irritation, dissatisfaction, etc.) during the training process. 3. Activity, interest and involvement of the trainer in the work process.
Emotional intelligence at the group level	1. The coach responds in a timely manner to students’ expressions of emotion; 2. The coach is able to determine the true reasons the appearance of emotional reactions of students; corrects emotional state of students; 4. The coach creates an atmosphere for	1. The presence of undesirable emotions among participants during training that can destabilize the learning process; 2. The speed of the business trainer’s response to emerging incidents; 3. The ratio of resolved situations and emerging	The emotional state of individual participants does not have a negative impact on the work of other students (the degree of influence of the emotional state of individual participants on the work of other students)
	the emergence of desired emotions and reactions.
Organization of group work	1. Determination of the roles of training participants in the training group (leader, anti-leader, outsider, etc.) 2. Distribution of work tasks between training participants, taking into account their social roles; 3. Equal involvement of all participants in the work, regardless of their roles.	The degree of involvement of training participants in the learning process, their activity (All training participants are equally involved in the work and active in the process).	1. The training stages take place in accordance with the developed program: There is no shift in group dynamics; Timing is respected; 2. All students take equal part in the training process; 3. The opinions of all training participants are taken into account without attaching special significance to the statements of individual students.
Implementation of post-training support	1. Participation in the development of a system for introducing, consolidating new skills and competencies of employees at the enterprise: Development of instructions for implementation of acquired skills; Development of quality control measures for the implementation of new competencies (completeness, degree, correct implementation, etc.); Development of measures of material reinforcement	1. Frequency of participation in the development of skills implementation systems; 2. Frequency of participation in the implementation of skills implementation systems; 3. The degree of involvement of the business trainer in the processes of introducing changes in the professional behavior of training participants.	1. Training participants understand how new skills can be integrated into the work process; 2. Training participants understand the procedure for monitoring the implementation of new practices in the work process; 3. System of material support for the use of new skills are clear training participants and does not cause contradictions among them; 4. New skills those trained are integrated into the work process to the required extent;
	changes in professional behavior taking into account individual characteristics training participants; 2. Participation of the trainer in the implementation of the developed system: Monitoring the implementation of acquired skills in practice; Assisting training participants in applying new skills (instructions, advice); Consulting management regarding the provision of necessary support and support to employees in the process of applying new skills and knowledge.		5. There was an expected change in the performance indicators of individual employees and the enterprise as a whole; 6. Immediate managers are able to assist their subordinates in correctly “incorporating” acquired knowledge and skills into business processes.

Let's look at the competencies described above in more detail, in particular, methods for measuring the dynamics of their development and the predicted results of changes for business coaches.

Organization of the work process. The main ways to measure the development of this competence are to count and compare the number of meetings held with the customer and the number of changes made to the training program during these meetings. A decrease in these indicators will certainly mean that the trainer approaches the training process more carefully, he better understands the customer’s requirements, and the training program he develops is more consistent with achieving the desired result (goal set by the customer). In this case, we can talk about improving the quality of the trainer’s preparation for the learning process.

This competence also includes the formation by the coach of his own base of coaching methods, the size of which (the number of available techniques and exercises) will also determine the degree of development by the coach of this competence. The more “reserve” of exercises a business coach has, the more varied his trainings become. As already noted, training techniques differ in the degree of complexity, the time required to complete them, as well as the type of impact on individual and group dynamics. Taking into account these factors when forming his own base of exercises, the trainer provides himself with the opportunity to use a wide variety of techniques and techniques he has collected to create and maintain the required speed of work for students during the training process, as well as the necessary speed of assimilation of new knowledge and testing of skills. Moreover, the trainer provides himself with the ability to quickly select a new exercise and replace it with a previously selected one in the case when the training participants are already familiar with this or a similar task.

The last element of the competence under consideration can be conditionally measured by the degree of awareness and immersion of a business trainer in the particular activities of the company for whose employees the training is being conducted. The better a trainer understands the business processes taking place in an organization or industry, the better and more qualitatively he is able to “fit in” the transferred knowledge and skills. In this case, training participants receive a more complete and detailed picture of the use of new skills in professional activities, since the business coach is able to convey to them the place of new skills and their significance for the entire enterprise.

Building relationships with training participants. The most indicative method of measuring the manifestation of this competence is to measure the speed of establishing contact with training participants, that is, how quickly the business coach gets to know the students and eliminates possible communication barriers (such as embarrassment, mistrust, detachment, etc.). Quickly establishing communication between the trainer and students ensures that both parties are in the mood for productive cooperation in the learning process. Also, to assess the dynamics of development of this competency, it is worth paying attention to the change in the degree of trust between the business coach and students. It is in the interests of a business coach to establish, if not friendly, then friendly relations with the training participants. This will contribute to their openness not only in communication, but also in obtaining new information and participating in group work. If students trust the trainer, during the training process they will be more open and will offer arguments and examples from their own experience, which, without a doubt, will make the training more “live” and closer to real practice. The level of trust in the coach is also indicated by the issues that are discussed during breaks. We can say that even the participation of the trainer in informal conversations not related to the topic of the training will already mean that the participants in the process are disposed towards him and are ready to establish closer, confidential contact.

To objectively assess the degree of development of emotional intelligence, it is recommended to use specially designed tests, for example, N. Hall’s technique, which assesses the level of emotional intelligence of an individual at both levels: personal and group. It is worth noting that the interpretation of the results of this test also occurs on several scales (sections), which will provide the business coach with more detailed analysis the current state of his emotional intelligence and possible areas of growth. Having clearer guidelines for self-development, it is expected that the coach will work in these directions and improve this competency. In the future, this will allow him not only to manage his emotional state more effectively, but will also give him the opportunity to create certain external conditions for directing the emotional states of other people in the right direction.

The degree of involvement of training participants in the process is an indicator of the quality of organization of group work. The trainer needs to ensure that all students participate equally in group discussions, assignments, etc. Availability various points perspective on the problem under consideration will lead to the fact that training participants will receive a more complete picture of the issue being discussed, they will consider it from different angles and receive an expanded, comprehensive vision of the problem situation. To assess this competency, you should also pay attention to following educational process previously developed and approved plan and schedule. Correct distribution of training tasks, adjustment of changes in group dynamics and adherence to the training program indicate a careful approach of the business coach to organizing and managing the work of the group.

Implementation of post-training support. A quantitative indicator of the development of this competence will be an increase in cases when a business coach participates in the development of a system for supporting the implementation of new skills of employees, as well as cases when he is directly involved in applying this system in practice. The system should include a description of the application of new skills in practical activities, how they can affect the bottom line. Moreover, it is necessary to develop measures to control the implementation of new skills and, accordingly, rewards based on the results of their use. The trainer must make sure that the created system is open and understandable to employees, and that they agree with the proposed activities, that is, they see their real benefit to the final result. Only in this case will the developed measures and procedures contribute to effective adaptation new employee skills into work processes.

Thus, the recommendations developed represent a theoretically and practically substantiated complex system measures to develop the competencies of a business coach. The developed system also includes a description of ways to measure changes in a business coach’s mastery of certain competencies (progress in their development). In addition to the above, the developed program includes predicted changes in the activities of a business coach based on the results of mastering and developing the studied skills and competencies. All of the above is sufficient reason to consider the developed program as a system of measures aimed at the comprehensive and diversified development of the competencies of a business coach.

Conclusion

In this research work, a program for developing the competencies of a business trainer was developed. For this purpose, a study consisting of four stages was conducted.

At the first stage, an analysis of domestic and foreign literature concerning the business training process, its main features and advantages was carried out. The analysis of secondary literature also made it possible to identify a number of external and internal factors that can influence the learning process.

At the second stage, participant observation of business trainings of various topics and durations was carried out. During the observations, it was found that one module (one and a half to two hours) of long training (duration - four days) is characterized by the use of a larger number of training techniques and methods in comparison with short trainings and master classes (duration from one and a half to two hours). During the observation process, the manifestation of the following skills and behavioral characteristics of business trainers was noted:

· Communication and relationship building skills;

· Skills in organizing group work;

· Situational thinking;

· Flexibility and change management;

· Emotional intellect

· Openness;

· Ability to inspire;

· Empathy;

· Ethics.

At the same time, during short trainings, the manifestation of a smaller number of the above factors was noted.

To assess the degree of significance of the identified characteristics, a survey of practicing business trainers was conducted. Respondents were divided into two groups - beginners and experienced business trainers - in order to assess the difference in perception of the degree of importance of business trainer competencies. Based on the survey results, it was found that, despite the tendency of novice business trainers to give a higher rating to the characteristics under study, their opinions do not contradict the statements of experienced specialists. Among the key knowledge required for a business coach, the following were highlighted: knowledge of the characteristics of the training process, knowledge of different learning styles, as well as knowledge of the characteristics of group and individual behavior. Respondents were also asked to rate the importance of certain skills for the business coaching profession. In this category, the most significant were considered to be communication and relationship building skills, the ability to organize group work, situational thinking and emotional intelligence.

The last stage of this study was an in-depth interview with practicing business trainers. The purpose of the interview was to confirm the significance of the business trainer’s competencies identified during participant observations and the survey, as well as to identify the key stages of the training process and the necessary actions of the trainer at each of them. The interviews confirmed the importance for the trainer of communication skills and interaction with the group, skills in working with group dynamics, as well as emotional intelligence. The need to possess a large stock of training techniques and exercises was also given priority. Such significant skills and abilities as flexibility and working with changes, situational thinking, as well as knowledge of the specifics of the business for whose employees the training was conducted were confirmed.

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APPLYING A COMPETENCE-BASED APPROACH TO ANALYZING AN INTERNAL BUSINESS TRAINER VACANCY

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 works, since these models reflect the work of freelance business trainers, high-level specialists in their narrow focus. Therefore, when a personnel selection and hiring manager receives an application for introduction new position, many questions arise about what kind of specialist his organization needs. One of the most important factors in the success of selecting applicants for a position is the accuracy of the criteria for evaluating candidates. To select the necessary employee, the manager needs clear criteria by which the indicators and their content will be determined. Criteria can be identified based oncompetency-based approach proposed by E.N. Dubinenkova in the work “Personnel selection techniques”.

Competence is understood as an integral characteristic of a person that determines his ability to solve problems and typical tasks that arise in real life situations, in various fields of activity, based on the use of knowledge, educational and life experience and in accordance with the acquired value system. According to John Raven, competence is a specific ability required to effectively perform a specific action in a specific subject area and includes special knowledge, special kind 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 when selecting a candidate for a vacancy.

Thus, the nature of competence is such that it can only manifest itself in unity with a person’s values, 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 features of the organization, its organizational culture. General modelcompetent approach is presented by us in Figure 1.

Rice. 1. Model competent approach

Rice. 2. The relationship between competence and competence

Standards are set by the organizational culture of the enterprise, the professional activity itself, as well as the specific conditions for its implementation in the organization. The competence of a specialist is realized within the framework of specific professional activities in the conditions of a real enterprise, which involvescompetencies - 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 the personal and professional characteristics of an employee, his ability to perform certain tasks labor functions and social roles.

The technology of personnel selection 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 can implement them in the conditions of the organization, contributing to the development of the organization and to achieving its business goals. Therefore, the selection of a specialist is based on the specialist competency model created in the organization.

Before we begin to analyze the professional competence of an internal trainer in an organization, we need to take into account at what level and with what organizational tasks the internal trainer of the organization will work. For this we will use the concept of N. Prokofieva “Levels of problems in the organization" Personnel training needs and related problems existing in an organization can be located 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 company employees. The need of the organization is to train its employees. Accordingly, if the training is carried out onAt this level, its goal is to form and develop missing skills and abilities. To solve the problems of corporate training, they are created directly at companiescorporate training centers, training in which is aimed at employees of the organization.As a rule, in such training centers they teach basic skills in working with clients, strengthen the technical training of employees, conduct an introductory course for new employees, which helps them “fit in” to the organization, adapt to the peculiarities of norms and rules of behavior, develop basic skills of managers, teach sales techniques and etc.This could be a training where participants learn various psychotechniques. The list of skills to be trained can be very extensive. For example, you can form and develop the skills of argumentation, asking open questions, control, delegation, receiving feedback, etc., by transferring relevant techniques to participants.The corresponding type of training is skill training. At this level, line trainers work with operating personnel, such as salespeople, usually according to already developed programs.

2nd level System

Problems at the system level relate to intra- and intergroup interaction 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 departments and people. Middle managers work at the system level of the organization. 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 training goal: developing the participants’ abilities to create harmonious interpersonal relationships necessary for effective interaction. This will also require training of missing skills that are the cause of 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 implementation meetings, methods of motivating staff, team building, analyzing 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. On strategic level A senior management specialist can work for the organization. This category includes employees who have worked in a management position for more than 3 years; they are usually called Business consultants or Business trainers. At this level of training, the company’s strategic objectives are solved and its needs for development and change are served. This could be training in strategic planning and goal setting, developing a company mission or motivation system, adjusting corporate culture or creating the necessary image, etc.The corresponding type of training is innovative.

Thus, when drawing up a job description for an internal trainer, it is necessary to take into account the level of tasks this specialist will work with, since any corporate training is done “to order” taking into account the needs of the organization. Model“Levels of problem solving in the organization of an internal business coach” are presented by us in Fig. 3.

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

Competency model of a business trainer in an organization

A competency model is a tool for building professional compliance of a specialist with 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 performance of professional activities. Let's consider the Competence model, which includes the features of corporate culture and the professional competence of an internal business coach (see Fig. 4).

Rice. 4. Corporate and job competencies

Competencies – these are significant signs or characteristics of a specialist, in our case an internal coach, that contribute 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 coach is a specialist who forms a corporate spirit or culture among all members of the organization. A business coach must be initially loyal to the standards and regulations of the organization.

Corporate competencies - this is the totality of what the company wants to see in an employee, what supports it 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 are a set of characteristics necessary to perform functions in a given company. So, for example, standard job description Business coach is designed for a specialisthaving a higher education and holding a position leadership position at least 3 years, one wonders why a line coach would have a leadership position. Therefore, it is necessary to know what level of tasks the trainer will work with.

Qualification competencies - this is what an employee must know and be able to do in the workplace. Today, many articles have been written about the competencies of a business coach (freelancer), so the level of many requirements for a candidate is too high, since the employer has an inadequate idea of ​​​​the super-abilities of the internal coach, and then disappointment sets in, since there will be no miracle of getting rid of all organizational problems it never comes.

Professional and personal qualities - these are the qualities that an applicant must have in order not to create interference in the work of the entire organization, and not to transfer his internal problems to the work process. This is what qualities an employee must have to achieve success and results in a given position. Let me give you an example: many employers write in the job bank that a business coach must have charisma and initiative. These two personal qualities completely contradict corporate competencies, since a charismatic person certainly becomes an informal leader, one wonders why the head of an organization should create an apposition for himself and violate organizational structure. Such a quality as initiative does not in any way correspond to compliance with corporate regulations, since it assumes that a person goes beyond organizational standards.

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

Business coach competency map

The selection of a specialist is based on internal document enterprise - competence map. It is the basis for evaluating specialists applying for vacancies. 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.

Rice. 5. Specialist competency card

Now let's imagine the model professional competence internal business trainer in the form of the following table 1.

Table 1

Model of professional competence of an internal business trainer

Those qualities that the company needs

2.

Qualification cognitive competence

2.1.

The level of education

Obligatory higher education is better when a specialist has several qualifications

2.2.

Knowledge, skills and abilities required for work

A business trainer must have the necessary knowledge to develop training programs and conduct them with the organization’s personnel.

2.2.

Conceptual competence

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

2.3.

Integrative competence

Ability to make informed professional assessments, make informed decisions, solve problems and set priorities

2.4.

Technical Competence

A business trainer or consultant transforms the goal developed with the customer into a system of specific tasks, solving them practically

2.5.

Analytical Competency

Exercises to analyze the need for training of a group (especially if the group consists of predominantly experienced workers) show that 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 for the work of a coach: techniques, exercises, games, as well as the ability and, often, talent to come up with new exercises and upgrade old ones.

3.

Behavioral competence

3.1.

Emotional maturity

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

3.2.

Physical health

Physical and mental health: ability to tolerate the specific work and daily demands of management consultants.This competence of an internal trainer includes stress resistance, 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 practice conditions;

3.4.

Organizational Competence or self-management

It consists of the ability to design a training program, stage the training, distribute resources to achieve the goal, plan the training day most effectively, and the ability to self-organize. Planning time for a coach is very important.Control own resources- features of setting your own goals, managing emotions.

3.5.

Emotional competence

Includes the ability to present oneself. This is the trainer's charm, his internal and external charm - what is usually called self-presentation skills. Emotional competence also includes the trainer’s tolerance - tolerance towards training participants, towards the customer, towards his own leader:

4

Professional and personal competence

4.1.

Communication competence

This includes the ability to work with objections and dissatisfaction, the ability to convey information to the customer and participants, monitoring one’s non-verbal manifestations, etc.

Interpersonal communicative competence

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

4.2.

Intellectual abilities

ability to observe, summarize, select and evaluate facts; sound judgment; 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; ability to write and oral communication; ability to persuade and create motives for action

4.4.

Leadership abilities

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

4.5.

Moral and ethical standards

Ethics and Integrity: A sincere desire to help others; exceptional honesty; the ability to recognize the limits of one’s own competence; the ability to admit mistakes and learn from the failures of not only other people, but also your own.

5.

Motivational competence

5.1.

Focus on people

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

Personal aspect of motivation

Striving for the demand for one’s work, setting a realistic assessment of market requirements and adapting to them. Striving to improve one’s profession. Motivation for continuous learning.

Professional identity

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

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

1) communication skills (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 storing 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

Behavior management in an organization is based on understanding the reasons that motivate an employee when performing professional actions. The system of management influences that exists in the organization and is implemented by the manager presupposes the need for knowledge about the employee. Motivation is understood as a process that causes, directs and shapes human behavior in relation to achieving goals (G. Greenberg, R. Baron).

When studying motivation, the 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 moments activities of a specialist, which must be studied before a person joins the organization. Researching the motivation of an applicant when selecting a specialist for a vacancy involves searching for answers to two questions:

1. What are the characteristics of a candidate’s motivation for the position of a business coach, and how do they correspond to the motivation existing in the organization?

2. Is there motivation to move to work in this organization?

Both questions are equally important. The candidate's motivational expectations, which are not supported in the new workplace, lead tounstable work, he develops dissatisfaction, hidden or overt aggression, and loyalty to 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 an employee who is persuaded to join the company leads to the attraction of compensation to the motivation existing 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 corresponds to the company’s motivational schemes.

The first question is the study of basic motivation, determining the focus of motivation - on the process or the result. For a company selecting specialists, it is important to know the candidate’s motivational strategy - the motive of avoiding failure or the desire to succeed.

Assessing the basic motivation of a business coach

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

It is important to determine the preferred type of motivation at the design stage. During the interview, the question is raised of whether the actual type of motivation inherent in the applicant for a vacancy corresponds to what is desired by 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 short-term satiation. Self-realization is understood as a motive for growth, and since it leads to personal development, saturation does not occur. Based on the ideas of K. Alderfer, it is convenient to use the following classification to describe professional motivation:

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

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

3) growth needs, personality development needs.

It is important to answer basic questions regarding the candidate:

- “What is important for of this applicant?»;

- “In what areas of human life do his priorities lie?”;

- “What motivates this person to work?”;

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

- “Why does this person work?”;

- “What does work give a person?”;

- “What does a person get as a result of his work?”

The HR manager must understand what semantic models underlie effective professional behavior in a given workplace.

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

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

Assessing the candidate’s immediate and long-term goals. It is necessary to make an assessment of the candidate's goals in relation to this vacancy. What does a person get from a particular vacancy compared to their previous job? For what period of time does this job, company and vacancy satisfy the needs of the applicant?

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

Assessing motives for changing jobs. The consultant is looking for answers to the questions:

- “What underlies the readiness to change jobs?”;

- “Who or what influences job changes?”;

- “What reasons will influence a job change next time?”;

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

- “What will a person get as a result of changing jobs?”

This will allow us to determine the applicant’s readiness to perform the job, make a forecast of his adaptation activity and the effectiveness of his work.

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

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

Then it is proposed to consider the possibility of using Gerchikov’s motivation model to describe the types of motivation of specialists for specific vacancies. Subsequently, the attention of the training seminar participants is drawn to a description of the types of motivation based on the theory of J. Atkinson. The desire to achieve success or avoid failure - distinguishing characteristic people, persistently manifested in professional activities. Besides, workplace, the requirements for a specific professional activity imply certain expectations in relation to professional behavior, guided by appropriate motivation. For example, a personnel manager is most effective in his activities if his behavior is motivated by the desire for success, and the effectiveness of a secretary is associated with the desire for stability and avoiding mistakes. This point is important for predicting the success of a specialist’s adaptation, based on determining whether the future employee’s motivation matches the features of the personnel motivation system existing in the organization.

Rice. 6. Relationship between motivation and personality orientation

Vectors of motivation to work

Reflection on this topic allows us to more accurately design a specialist’s model and make assumptions about the most effective professional behavior based on the appropriate type of motivation.

Description of the motivational component

competency cards of a specialist business coach

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

Maybe.

Wants.

Manageable 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 personnel manager determines a specific list of criteria content. For different vacancies of the same company, the content of the criteria may differ, since the selection criteria have a different basis, allocated depending on the job competencies.

The approach to assessing candidates used by V. A. Polyakov successfully correlates with the competency-based approach, which has wide application in the practice of personnel management. The four criteria (can, wants, manageable, safe) include the basic, key competencies that must characterize a company employee. The content of the criteria varies depending on the vacancy and the organizational culture of the enterprise. Each of the main criteria for assessing and selecting candidates for employment can be presented as a set of private criteria.

Maybe. The criterion is aimed at identifying the candidate's capabilities. Various 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 in a given organization should be able to do. These are intellectual and communicativeabilities, the necessary professional experience, formed attitudes and behavioral stereotypes, the ability to learn and change habitual forms of work. The list can only be compiled on the basis of corporate competencies. Failure to meet the “can” criterion reduces the candidate’s adaptive capabilities and increases the organization’s costs for his training and introduction into the organization.

Wants. The desire and readiness to perform professional activities in a specific organization is a very significant criterion. A study of motivation in some cases can be a key basis for hiring or refusing to hire a person. A low level of readiness for professional activity in an organization reduces the effectiveness of selection and professional activity in general. The importance of meeting the “wants” criterion leads to the fact that sometimes, if the “can” criterion is not sufficiently formed and the candidate is highly motivated to work, he is able to learn and develop the necessary characteristics, and the employer is ready to hire a motivated, but insufficiently prepared employee.

Manageable and compatible . This is one of the most unobvious characteristics often hidden by applicants. Each specialist has his own life and professional goals and ways to achieve them. The question of consistency between personal goals and behavior patterns corporate goals and ways should be decided before hiring a person. Failure to meet the “manageable and compatible” criterion manifests itself in different ways. This may be a difference in understanding of responsibility and delegation. Differences in the idea of ​​managing oneself and subordinates are based on professional experience and corporate traditions. A candidate who demonstrates inconsistency will be incompatible with the corporate traditions of the new organization. The enterprise will be required extra work on managing the goals of a new specialist, setting priorities for his professional activities.

Safe. Preservation and maintenance of corporate standards of behavior within the organization and their transmission to the client are based on the implementation of organizational norms. A person joining a 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 a manager. If a specialist does not meet the “safe” criterion, he can transmit disloyalty, conflict, hostility to the outside of the enterprise, violate trade secrets, and commit criminal acts, such as theft.

Table 2.

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

Criteria

Contents of the criterion

Result of compliance determination

Maybe (education, knowledge, skills, abilities)

Education and theoretical preparedness, depth and success of existing experience. Communication skills. 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 perform the job in question. His knowledge, experience, psychological qualities, marital status, availability of necessary diplomas, etc. correspond to the requirements of the position

Wants (features of motivation, motivational readiness)

The candidate's motives for switching to this work. Prospects and immediate goals of the candidate. Candidate expectations. Factors that may push a candidate away from the company. Factors and conditions that attract people to this work. Achieved payment level. Availability of alternative job offers

Objectively and subjectively, the candidate is interested in the work in question. Motivation is clear and predictable. Expectations match the capabilities of the position

Manageable and compatible

Attitude towards criticism. Conflict. Self-criticism and adequacy of self-esteem. Ability to perceive information. Responsibility and discipline. Leadership style used. Leadership style preferred and expected from superiors. Habits and expectations in relation to group norms of behavior in the company. The candidate’s experience in forming his 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. Receptive to criticism. Maintains self-control in stressful situations and does not become inhibited or aggressive.

Manageable 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 managers and colleagues. Compliance of the candidate's standard of living with the so-called income. Lack of tendency towards drunkenness and drug use

Does not pose a threat to the commercial security of the company (no criminal history or connections). Honesty. Loyalty to the employer, etc.

We present the new general structure of the business coach competency model in Figure 7.

Rice. 7. - General structure business coach competency models

Thus, in this article we examined the problem of applying a competency-based approach to analyzing the vacancy of an internal business coach. Based on the application methods described above integrated approach We propose a general structure of a business coach competency model for the job position. The general structure of the professional competence of a business coach consists of six levels: 1st level qualification-cognitive competence; Level 2 professional-behavioral competence; 3rd level professional and personal competence; 4th level management competence; 5th level motivational orientation of the individual; Level 6 corporate competence.

Article by business coach Lyudmila Vitalievna Pototskaya

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 highlight “ narrow places"(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 participant has “taken” or assigned the skill being practiced.

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 to the group summary 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”).

Mark Kukushkin

Source balans.ru