What is coaching in simple terms. marilyn atkinson step by step coaching system

Today we will learn what coaching is and what is the secret of its effectiveness. Coaching is not just regular counseling or training. Yes, this method took a lot from psychological counseling and borrowed elements of training, but it has its own distinctive features expressed in this technique.

Definition of value

What is couching?

First of all, it is worth understanding what is inherent in the concept of coaching. From English, the word "coach" is translated as "train", "instruct", "inspire". Why did the method get such a name? The fact is that its origins lie in the field of sports. And the methodological principles and techniques were borrowed from organizational, positive, cognitive psychology.

Coaching is a method that combines the principles of counseling and training, but not in a classic way.. First of all, the difference lies in the fact that in coaching the main place is given not to instructions, but to motivating the client to change.

A professional coach (trainer in coaching) will never give any hard recommendations. . He, together with his client, is looking for answers to questions that arise in the process of consulting. That is why the main tool of a coach is the art of asking questions that allow you to gradually lead the client to the right exit. In the process of a kind of interview, he helps a person to reveal his potential and develop it to the maximum.

Coaching recognizes that no one knows as much about personal problems as the person himself, so it is he who must find the right solution. And the coach in this process plays the role of a guide. It is possible to learn coaching in Russia in several organizations, for example, training is offered by the National Institute of Professional Coaching, they provide a good education and are located in Moscow.

In coaching, all work is built on four stages, each of which must be completed to achieve a sustainable result.:

1. Goal setting.
2. Checking if the goal is realistic.
3. Development of a plan for the implementation of the goal, which should include ways to achieve it.
4. The direct realization of the goal is the stage of will.

Coaching is a system of interaction aimed at quickly achieving positive results . In the "here and now" mode, the coach, together with the client, is looking for ways to achieve a clearly defined goal, for example, in the field of work, personal life or self-development. But, unfortunately, coaching will not be able to help the person who does not want any changes. This is expressed in the fact that he wants to get a result, but at the same time he is not ready to take any action, looking for excuses for his passivity.

Key concepts of coaching

We have dealt with the concept itself. There are also other concepts that exist within the method:

• Client. A client can be either an individual or an organization. That is, this is a person who uses the services of a coach and expects positive results. British coaches can still call a client a player.
• A session is a process of conversation between a coach and a client, taking place according to a well-defined structure.
• The coaching format is, directly, the interaction itself or the means of interaction between the coach and the client.

By the way, elements of yoga, breathing exercises and even NLP can be used in coaching for effective relaxation, which contributes to the openness of consciousness to finding the right solutions and positive changes.

Who founded the method

We owe the advent of coaching to Timothy Galwey. In his book The Inner Game of Tennis, published in 1974, he formulated the concept of this method. The main idea is that the main rival of an athlete is not another person or some circumstances. An obstacle to achieving the goal is the so-called "enemy in the head". It is he who hinders the achievement of goals.

The coach acts as a mentor who, however, does not impose anything on his client. It teaches the player to independently look for ways to achieve the stated goals by overcoming internal obstacles. When a person learns this, he will no longer need a coach.

In 1992, John Whitmore continued to develop the ideas of coaching, applying them to management and business. He embodied his thoughts in the book High Performance Coaching.

Not to mention Thomas J. Leonard. He became the founder of the University of coaches and a number of organizations that educate and unite coaches who practice the coaching method.

Most popular varieties

Today, different types of coaching are known, which were developed as this method developed, based on the need to adapt it to certain conditions or areas of application. It can be classified according to several parameters:

1. By number of participants:

• Individual coaching.
• Group (or corporate).

1. By area of ​​application:

• Business coaching. Its purpose is to find effective ways to achieve the goals of the company. The coach must work both with the leaders of the organization and with groups of employees.
• Career coaching. Its purpose may be to accompany the client in finding a job, in assessing professional opportunities and competencies, in choosing the most effective development path, etc.
• Life coaching. It involves individual work with the client. A person can turn to a coach with various problems: in work, personal relationships, self-esteem, health. Together with the coach, the client is looking for ways to achieve positive results in problematic aspects of life.

Modern technologies open up wide opportunities for both the client and the coach himself. If previously only face-to-face coaching format (personal meeting) was available, now the correspondence format is also being successfully implemented. For example, telephone coaching is becoming more and more popular through the Internet using social networks and programs.

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Throughout the history of its development, man has been looking for those who would help him in growth, evolution and ongoing changes: shamans, elders, teachers, spiritual leaders, experts, consultants, therapists and mentors. In the past twenty years, professional coaches have also entered this powerful and complex area of ​​human growth support.

This article is about the essence of coaching, about the integral AQAL model used in the coaching methodology, as well as about the Enneagram - a modern personality typology used in coaching.

Concept of coaching

Coaching (English coaching - training, training) - a method of counseling and training, differs from classical training and classical counseling in that the coach does not give advice and hard recommendations, but seeks solutions together with the client. Coaching differs from psychological counseling in the direction of motivation. So, if psychological counseling and psychotherapy are aimed at getting rid of some symptom, working with a coach involves achieving a specific goal, new positively formulated results in life and work.

There are many definitions of coaching:

Coaching is a training of self-realization in the form of a conversation (s). Where the coach (coach) is responsible for the course of the session (conversation), and the client (player) for its content.

Coaching is the art of creating, through conversation and behavior, an environment that facilitates a person's movement towards desired goals in a way that is fulfilling.

Coaching is the process of creating conditions for the all-round development of the client's personality by the coach.

Coaching is the art of helping the performance, learning and development of another person. (Myles Downey, Effective Coaching)

Coaching is an ongoing relationship that helps people achieve exceptional results in their life, career, business or community. Through coaching, clients expand their field of knowledge, increase the efficiency and quality of their lives.

Coaching is a system for realizing the joint social, personal and creative potential of participants in the development process in order to obtain the maximum possible effective result.

There are four basic stages of coaching: goal setting, reality testing, building paths to achieve and, in fact, achievement (it is also called the will stage).

The difference between coaching and all types of counseling is the stake on realizing the potential of the client himself.

Coaching, although it has absorbed the best achievements from such seemingly different areas as sports coaching, mentoring, training and practical psychology, has developed into a holistic and fundamentally new approach. Coaching has its own methods of work, its own technologies, which are generally recognized as highly effective for solving most problems, except for emergency situations, when directive methods are more effective. Since coaching is always personalized and more result oriented, it gradually leads to higher levels of effectiveness than a classic training or course of study. Coaching simultaneously uses the client's existing abilities and skills (and contributes to their improvement), and encourages the acquisition of new ones. Therefore, the effectiveness of coaching is greater, the more the client is engaged in their development.

Individual coaching is useful for a person who aspires to achieve great success in business, in his career, in his family or in his individual development, but who is faced with problems that he cannot cope with on his own.

Coaching in psychology. Coaching is a new area of ​​psychological counseling that uses modern psychotechnologies focused on the effective achievement of goals. In fact, coaching is more than just consulting.

The coach does not teach his client how to do it. He creates the conditions for the trainee to understand what he needs to do, to determine the ways by which he can achieve what he wants, to choose the most appropriate way of action and to outline the main stages of achieving his goal.

In coaching, the client is trained to achieve goals in the best ways in the shortest possible time. Coaches help their clients learn how to get the best results with the least amount of effort. Coaching is based on the use of the psychology of optimism and success. That is why this type of counseling is actively developing.

Coaching is based on the idea that a person is not an empty vessel that needs to be filled, but is more like an acorn that contains all the potential to become a mighty oak. It takes nourishment, encouragement, light to achieve this, but the ability to grow is already in us.

In coaching, a lively atmosphere of co-creation is created: on the part of the coach, this is primarily following the interests of the client and guiding “magic questions”, on the part of the client, this is the courage to explore their choices, creative search and decision-making aimed at achieving the desired, finding joy from success and achievements, the inclusion of an internal "drive".

The evolution of coaching. Initially, in England, “coaches” were called drivers on high-speed two-wheeled carts who were engaged in ultra-fast delivery of goods. In the future, this term moved to other spheres of life, in England, "coaches" began to be called tutors, mentors. Probably, the use of the words "coach", "coach", "coaching" in this sense implied an allegorical connection between tutoring and managing a multi-seat crew. Both the coachman and the tutor must keep track of several tasks at the same time in order to "deliver" the crew/students to the target. Further, the use of the term "coach" spread to the world of sports - by the 80s, American college sports teams, in addition to managers, had "coaches" - coaches. It is from the world of sports that the term "coaching" in its modern meaning originates.

In the early 1970s, Harvard educator and tennis expert Timothy Gallway wrote a series of books called The Inner Game. In his books, he outlined a new coaching methodology - the coaching methodology. Gallway proceeded from the premise that the opponent that exists in the mind of a tennis player is much more terrible and stronger than the real opponent who is on the other side of the net. He pointed to the fact that in coaching, instead of the method of directive guidance, it is much more effective to use the method of coaching, which will help the player get rid of the internal enemy and overcome internal obstacles. Gallway discovered that when an athlete manages to overcome internal obstacles, then his body automatically readjusts to perform as efficiently as possible and achieve the best result.

Gallway found that coaching was most effective when the coach did not understand the sport being coached, such as when a ski instructor was coaching a golfer, in which case the coach was forced to let the athlete find their own solutions and answers.

Thus, Gallway defined the essence of coaching, which is to unlock the potential of a person and thereby increase the effectiveness of his activity. Coaching does not teach, but helps to learn.

This concept was quickly adopted by the business world, where coaching is used to improve performance, develop knowledge and personal responsibility. Then coaching spread to other areas of life.

Until the early 1980s, in most cases, the term "coach" meant a coach in sports, especially in athletic sports. From the beginning of the 1980s, coaching began to occupy a wider area and began to relate to the field of human development in general, mainly within the framework of organizational consulting. Various companies have been actively looking for ways to increase productivity. The world was changing rapidly, and along with these changes, it became necessary not only to respond to the challenges of the environment, but also to develop. Managers had to improve their skills to delegate, manage people and processes, and set the right priorities, while balancing the demands of new technologies, globalization and working with employees from different cultures and working in different countries. Professional coaching became a developmental tool that helped people effectively deal with increasingly complex needs and provided a reliable and proven method of supporting executives. Later, coaching grew into a new profession outside of the sports field. During these years, a business card stating that its owner was a "professional" coach or an "executive coach" became commonplace, and people offered their services in training leaders and managers in all sincerity. Despite this rise in the popularity of the profession, formal coaching programs were in their infancy and little known even to the professionals for whom such programs were intended.

In the early 1990s, formal training courses for coaches evolved into professional certification programs. And over the past 15 years, the field of professional coaching has continued to expand rapidly. It now includes coaching services, coaching training and coach accreditation. These days, coaching services are provided in just about every field you can imagine: life coaching, career coaching, behavioral coaching, parent coaching, managerial coaching, personal relationship coaching, team relationship coaching, to name a few. Despite the fact that the areas and models of training in coaching are constantly expanding, the essence of its competence and the essence of training programs remains almost unchanged. It is to support change and development in a person's life. However, different coaching schools and approaches differ from each other in their views on the necessary requirements for change, which they rely on in their work. Let's consider these differences.

The difference between coaching and other types of assistance. How is coaching different from counseling, therapy, sports training, from communicating with your best friend? After all, a coach is not the only specialist who offers help to a client in a difficult life situation, and it is important to distinguish him from all other professionals in this field. Many coaches explain their job using the analogy of choosing and buying a bike.

Consultant will discuss with you what is stopping you from going out and buying a bike. He will analyze all the “blocks” you have and ask what you are afraid of. He will discuss with you all the nuances of the purchase: who is the manufacturer, what model, what color. After the consultation, you will feel able to go out and buy a bike with confidence and without outside help.

Counselors help people through life's challenges and often specialize in a specific area or problem, such as bereavement counselors, interpersonal relationship counselors, infertility counselors, post-traumatic stress counselors, and so on.

Psychotherapist, will probably also discuss with you the “blocks” you have regarding buying a bike, but will go further by asking how this particular problem affects your life as a whole. Difficulties in buying a bike will be a catalyst for exploring many of your other problems and a broader analysis of your life as a whole. Therapy helps clients confront and cope with their past so that they can live better in the future. The coach, on the contrary, does not look for the preconditions of the situation, he considers only the results. He will not ask: "Why are you behaving this way?" Rather, it will be the question "What does it take for you to start behaving differently?". The coach is interested in the present - habits, attitudes and behaviors that the client can change if he wants, and the future - new skills and attitudes necessary to achieve the goals that the client himself has determined for himself. In the process of training, a qualified coach can draw attention to the fact that the client needs psychological help. In this case, the coach may advise him to stop coaching for a while and seek the help of a psychotherapist in order to solve some specific problem “from the past”.

Expert Consultant will study all the available types of bicycles and inform you of the results of their comparative analysis. He can advise which model is best for you, and even instruct you on how to ride it. He is usually an expert in a certain area of ​​business or knowledge, in fact, that is why he is consulted. The coach may not have specific knowledge (although many do), but he is an expert in coaching as a method of helping. Both the consultant and the coach share information and knowledge with the client, but the coach encourages the client to change and grow.

Supervisor will tell you about his cycling experience, the challenges he had and how he overcame them. He will give advice on how best to fix a hole in a tire and how to drive in very heavy traffic. He can introduce you to some experienced cyclists and recommend a good repair shop. The emphasis here is on learning what the supervisor knows. In coaching, the main thing is to reveal what the client himself knows.

Parent he will choose and buy you a bike. He may insist that you install stabilizers on it first, and will allow you to remove them only when, in his opinion, you can safely ride without them. It will support the seat while you learn to ride and remove the supporting hand when you are not looking. It will decide where and when you can ride and can punish you if you don't follow the rules. The parent inspires the child, demonstrates unconditional love and support, and feels responsible, at least in part, for the end result. The coach may demand more, treats the client like an adult.

Friend may be delighted with your plans to take up cycling. He will go to the store with you, and will show interest until he gets bored. He will be delighted with your purchase and will offer to come and keep you company when you are going for your first walk. And he might even come there to help you up when you fall. But it's possible that after five minutes of your desperate attempts not to fall off the bike, he will notice that cycling is not such a good thing and will start to convince you to leave the bike and go to the movies instead.

Friends are vital, but they are not professional coaches and it is difficult for them to be completely objective. When you are successful, not all of your friends will sincerely admire your achievements, and this is how they differ from your coach. Some of them may be interested in keeping you as you are and feel threatened by all the changes that happen to you. Especially if these changes directly affect them. The competitive spirit can make them jealous or feel abandoned. On the contrary, it is important for a coach that you succeed and ensure your prosperity. And he doesn't have to be your friend. He should expect and demand from you much more than your friend will ever allow himself.

coach listens to everything you have to say about your desire to take up cycling. He will ask questions to understand what type of riding you want to do, and whether you know which model of bike to prefer. He may ask you to collect information about bikes and bike shops and offer to name a specific day when you will buy a bike. He will help you climb it, and will run beside you while you study. And also check from time to time whether it really gives you pleasure. Together you will discuss what gives you the experience of cycling, and whether you want to become a professional cyclist or just an amateur. Or you may prefer to forget about it altogether, because after trying it, you realized that it is not as exciting as you thought. Whatever you decide, the coach will listen, clarify and support you.

Types of coaching. By scope, career coaching, business coaching, personal performance coaching, life coaching, sex coaching are distinguished. Career coaching has recently been called career counseling, which includes an assessment of professional opportunities, assessment of competencies, career planning counseling, development path selection, job search support, etc., related issues.

Business coaching is aimed at organizing the search for the most effective ways to achieve the company's goals. At the same time, work is carried out with individual managers of the company and with teams of employees.

Life coaching consists of individual work with a person, which is focused on improving his life in all areas (health, self-esteem, relationships).

Individual coaching and corporate (group) coaching are distinguished by coaching participants. According to the format - face-to-face (personal coaching, photo coaching) and correspondence (Internet coaching, telephone coaching) types of coaching. It is important to understand that the above areas of coaching are inextricably linked and organically fit into the client training system.

Sex coaching, as a direction of life coaching, is a related field of coaching and sexology, aimed at solving the problems of sexology by coaching methods. The founders of the direction are Dr. Patty Britton and Robert Dunlap, who are co-founders of the California University of Sex Coaching. The University of California Sex Coaching is affiliated with the World Association of Sex Coaches WASC. WASC provides international certification of specialists through the University of California Sex Coaching.

Recently, there has been a trend in which, with the growth in demand for coaching in general, the demand for “specialized” coaching in narrow areas also increases. The most popular types and subtypes of coaching are as follows.
Personal effectiveness coaching (Life Coaching)

• Motivational coaching
• Goal/outcome coaching
• Time Coaching
• Financial/Money Coaching
• Career Coaching
• Intense Personal Change Coaching
• postgraduate students (Postgraduate Studies Coaching)
• Coaching for emotional and spiritual development (EQ and SQ Coaching)
• Relationship coaching
• Family System Coaching

Corporate coaching

• Executive Coaching
• Organizational Development Coaching (OD Coaching)
• in management (Coaching Management)
• Leadership Coaching
• Team Coaching
• HR Coaching

business coaching

• New business coaching
• Budget and planning coaching
• Marketing coaching
• Network development coaching

In addition, there are external and internal coaching.

Most often, organizations invite an outside coach to work with their staff. This is the so-called external staff coaching. It is carried out in the form of regular meetings of the coach with clients.

In the West, internal staff coaching is actively used. It is a specific style of management - a specially organized process of communication between the manager and his subordinates. Employee management is built in such a way that they actually act independently, while remaining under the supervision of a coach manager. Such coaching is included in the daily business communication of managers and subordinates: consulting during meetings, negotiations, current control over the performance of their duties by employees, etc.

In the West, in recent years, Internet coaching has become increasingly popular: the work of a mentor with a client by e-mail or via teleconferences. This significantly reduces the cost of coaching services and makes it possible for a wide range of people to use them.

So coaching is:

A Precisely Directed Personal Development Method. There is only you and the coach. During the sessions, the client receives the full, undivided attention of the coach.

Supportive relationships of equals. The basis for coaching is a relationship of equality. The coach does not speak condescendingly to the client and does not impose his opinion. He is an expert in his field. The client is an expert on himself and his life. Coaching only works if these relationships are understood right from the start and maintained throughout the work.

Responsibility Relations. Equality implies a shared responsibility. The primary responsibility of the coach is to bring out the best in the client. The main responsibility of the client is to take responsibility for his own life and to fulfill everything that he agrees with the coach. The client is responsible for their results.

Ways to create change, internal and external. The impetus for hiring a coach is the need for change. They don't have to be external, they can be changes in attitude, way of thinking, or attitudes. The realm of change that coaching stimulates is all of life. Nothing is "outside" unless the client decides otherwise. Even then, the coach may warn the client that building barriers around certain topics will not be helpful and will not succeed in inducing the necessary changes.

Coaches do not claim to be mental health professionals. They deal not with problems, but with tasks, choices, and opportunities. The basis of coaching is the client's goals, his own - and not the coach's - strategies and decisions.

Coach works:

• with healthy people who do not suffer from severe mental illness;
• with people interested in further personal and professional development;
• with people who want to improve the quality of their lives, strive for professional and creative self-realization;
• with people who create their future, in accordance with their ideas and values.

The main task of coaching is not to teach anything, but to stimulate self-learning, so that in the process of activity a person can find and receive the necessary knowledge himself. The essence of this approach lies in the disclosure of the dormant inner potential, and the activation of the system of motivation of each individual person.

In each of the meetings, the client chooses the purpose of the conversation while the coach listens and provides input in the form of observations and questions. This interaction clarifies the situation and encourages the client to take action. Coaching speeds up the client's progress toward their goal by helping them focus on the desired outcome and opening up a wider range of alternatives. Coaching focuses on the client's present situation and what actions they are willing to take to achieve the desired state of affairs.

The profession of coaching can be called "encouraging". “Bringing out the best in a person or team” are the words that best define coaching.

Coaching is based on respect for the personal and professional experience of the client, and the belief that each client is a creative, versatile and holistic person. Based on this, the duties of a coach include:

• Uncover, clarify and adhere to the goals that the client wants to achieve.
• Encourage client self-discovery.
• Identify customer-developed solutions and strategies.
• Remain accountable and accountable to the client.

Since the mid-1970s, Ken Wilber, an American researcher of human potential in various cultures and historical periods, began to create an approach that would allow us to consider and see the entire integrity of the multiple aspects of reality found in all situations and events, in their interconnection. In the mid-1980s, this way of studying reality was called the integral approach.

The whole essence of the integral approach is reflected in the integral model or AQAL map, which is an abbreviation of the phrase “all quadrants, all levels, all lines, all states, all types” - “all sectors, all levels, all lines, all states, all types ".

As you will see, all of these elements are here, right now, available to your own awareness. These 5 elements are not just theoretical concepts, they are aspects of your own experience, circuits of your own consciousness, which you can easily verify for yourself as we continue with this discussion.

Let's start with states of consciousness which refer to subjective realities.

Everyone is familiar with the basic states of consciousness, such as wakefulness, dreaming, and deep sleep. Right now, you are in a waking state of consciousness (or, if you are tired, in a half-asleep state of consciousness). There are completely different states of consciousness, including meditative states (caused by yoga, contemplation, meditation, etc.), altered states (such as induced with psychoactive substances), and a variety of peak experiences, many of which can be caused by intense experiences, such as making love, walking in nature or listening to beautiful music.

The great traditions of spiritual wisdom (such as Christian mysticism, Vedanta Hinduism, Vajrayana Buddhism, and Jewish Kabbalah) claim that the 3 natural states of consciousness - waking, dreaming, and deep formless sleep - actually reveal to us the treasures of spiritual wisdom and spiritual awakening, if we understand how to use them correctly. In a certain sense, which we will explore as we progress, the three great natural states of waking, dreaming, and deep sleep contain the entire spectrum of spiritual enlightenment.

But on a simpler and more mundane level, everyone has encountered various kinds of states of consciousness, and these states often give both you and other people deep motivation, meaning and motivation. In any given situation, states of consciousness may not be a very significant factor, or they may be a decisive factor, but no integral approach can afford to ignore them.

Here's an interesting feature of states of consciousness: they come and go. Even deep peak experiences or altered states, no matter how deep they are, will come to you for a little while, stay for a while, and then disappear. No matter how deep their potential is, they are all temporary.

While states of consciousness are temporary, stages of consciousness are constant. The stages are real milestones of growth and development. Once you reach any stage, it becomes a permanent acquisition. For example, once a child develops through the linguistic stages of development, he gains constant access to language. Language is not something that is present one minute and disappears the next. The same thing happens with other types of development. As you steadily reach the stage of growth and development, you access the qualities of that stage—such as greater consciousness, more embracing love, higher ethical drives, greater intelligence and awareness—at virtually any moment you desire. The coming states have turned into permanent traits.

How many stages of development are there? Well, don't forget that with any map, the way you divide and represent the actual territory is somewhat arbitrary. For example, how many degrees are there between the freezing point and the boiling point of water? If you are using a Celsius scale or "map", then there are 100 degrees between them. However, if you use the Fahrenheit scale, water freezes at 32 degrees and boils at 212, so there are 180 degrees between the two. Which of the options is correct? Both. It all depends on how you want to split this pie.

The same is true for stages. There are many different ways to divide and fragment development, and therefore there are many different stage concepts. All of them can be helpful. The chakra system, for example, has 7 major stages or levels of consciousness. Jean Gebser, the famous anthropologist, speaks of 5 stages: archaic, magical, mythical, rational and integral. Some Western psychological models have 8, 12 or more levels of development. What is right about all of this? Everything, and the choice depends only on what you want to follow in the process of growth and development.

The "stages of development" are also called "development levels", and the idea is that each stage represents a level of organization or a level of complexity. For example, in the sequence from atoms to molecules, to cells, to organisms, each of these evolutionary stages has an increasing level of complexity. The word "level" does not carry a rigid or exclusive meaning, but simply indicates that with each level there are significant emergent qualities that arise in a discrete or quantum manner, and these levels of development are important aspects of many natural phenomena.

In the integral model, we usually work with 8-10 stages or levels of consciousness development. After many years of practical work, we found that the division into more stages is too cumbersome, and into fewer is too vague. One stage concept that we often use is Spiral Dynamics Integral, which was founded by Don Beck based on the research of Clare Graves. We also refer to the stages of self development pioneered by Jane Loevinger and Susann Cook-Greuter and the orders of consciousness explored by Robert Kegan. But there are many other useful stage concepts available to the Integral approach, and you can adopt any of them if they are more appropriate for your purposes.

To demonstrate what is involved in the concept of levels or stages, one can use a very simple model that has only 3 levels. If we consider, for example, moral (moral) development, then we will find that at birth the baby is not yet socialized with respect to cultural, ethical and conventional norms - this is called the pre-conventional stage. It is also called the egocentric stage because the infant's awareness is mostly self-absorbed. But as the small child learns the norms and rules of his culture, he develops to the conventional stage of moral development. This stage is also called ethnocentric, since the child is centered on a particular group, tribe, clan or nation, thereby, as a rule, excluding those who do not belong to his group from his circle of care. However, in the next major stage of moral development, the postconventional stage, the identity of the individual again expands, this time to include in its circle of care and interests all people, regardless of race, color, sex or condition, and this is why this stage is also called worldcentric. .

Thus, moral development tends to move from "me" (egocentrism) to "us" (ethnocentrism) and then to "all of us" (worldcentrism), which is an excellent example of a staged opening of consciousness.

These 3 stages can be depicted in another way - in the form of body, mind and spirit. All of these words have many other valid meanings, but when we specifically refer to stages, they mean the following:

Stage 1, which is dominated by my gross physical reality, is the "corporeal" stage (to use the word "body" in its usual sense of the gross body). Because you identify only with the individual bodily organism and its survival instincts, this stage is also the "me" stage.

Stage 2 is the "mental" stage in which your identity moves beyond your isolated gross body and expands into relationships with many others based, for example, on your shared values, mutual interests, shared ideals, or shared dreams. Because I can use my mind to assume the role of others—put on their hat and experience what it's like to be them—my identity expands from "me" to "us" (moving from egocentrism to ethnocentrism).

With stage 3, my identity expands again, this time from being identified with "us" to being identified with "all of us" (moving from ethnocentric to worldcentric). This is where I begin to realize that in addition to the remarkable diversity of people and cultures, there are also commonalities and shared commonalities between them. The discovery of the commonwealth of all people appears to be a shift from ethnocentrism to worldcentrism and is "spiritual" in the sense of things shared among all conscious beings.

This is one way of looking at the opening from body to mind and then to spirit, where they are seen as stages, waves or levels of care and consciousness opening moving from egocentrism and ethnocentrism to worldcentrism.

Lines of development. Have you ever noticed how unevenly literally all of us are developed? Someone is highly developed, say, in the field of logical thinking, but poorly developed in the field of emotional sensations. Some people have high cognitive development (they are very smart) but poor moral development (they are rude and vicious). Some excel at emotional intelligence but fail to add two and two.

Howard Gardner greatly celebrated this idea by introducing the concept of multiple intelligences. Humans have a range of intelligences, such as cognitive intelligence, emotional intelligence, musical intelligence, kinesthetic intelligence, and so on. Most people do well in one or two abilities, but poorly in others. This is not necessarily (or even usually) a bad thing: part of integral wisdom is to find where a person excels and thus where he can best offer the world his most valuable gifts.

But it does mean that we need to be aware of both our strengths (or abilities that make us shine) and our weaknesses (things in which we are poorly or even pathologically developed). And that brings us to the next of the 5 important elements, our many abilities, or lines of development. So far, we have only touched on the states and stages, so what are the lines or multiple abilities?

The various multiple abilities include: cognitive, interpersonal, moral, emotional, and aesthetic. Why do we also call them lines of development? Because these abilities demonstrate growth and development. They unfold in progressive stages. What do these progressive stages represent? The stages we have just described.

In other words, any one of the many abilities develops - or can develop - through 3 main stages (or through any stages of any of the existing models of development, whether 3-stage, 5-stage, 7-stage or more stages; do not forget, this is similar to the Celsius and Fahrenheit scales). You can, for example, develop cognitively to stage 1, stage 2 and stage 3.

The same goes for other abilities. Emotional development to stage 1 means that I have developed the capacity for emotions that focus on "me" - especially the emotions and drives of satisfying hunger, survival and self-protection. As you continue your emotional development from stage 1 to stage 2—or from the egocentric stage to the ethnocentric stage—you expand from “me” to “us” and begin to develop emotional commitments and attachments to loved ones, family members, close friends, and possibly , to your entire tribe or nation. As you grow into Stage 3 emotions, you develop a greater capacity for caring and compassion that transcends your tribe or nation and attempts to include all humans, or even all sentient beings, in the arms of worldcentric concern and compassion.

And remember that since these are stages of development, you are acquiring them on an ongoing basis. Before that happens, any of these abilities will be just passing states: you will be included in some of them (if at all) for a limited time - deep peak experiences of the expansion of knowing and being, wonderful "eureka!" - experiences, profoundly changed, furtively cast glances at your highest potential. However, with practice, you will turn these states into stages, or permanent characteristics of your own territory.

Types. The next component is simple: each of the previous components has a masculine (masculine) and feminine (feminine) type. By this two main ideas are meant: the first has to do with the idea of ​​the types themselves, the second with masculinity and femininity as one of the examples of these types.

Types simply refer to things that can be present in virtually any stage or state. An example of a common typology is the Myers-Briggs typology (the Myers-Briggs questionnaire was developed by Katerina Cook Briggs together with her daughter Isabella Briggs Myers based on the concept of C. G. Jung about psychological types) (the main types in which are: feeling, thinking, sensory and intuitive). You can belong to any of these types at literally every stage of development. "Horizontal typologies" of this kind can be very useful, especially when combined with levels, lines, and states. To show what typologies include, we can use the example of "masculinity" and "femininity".

Carol Gilligan, in her incredibly influential book In a Different Voice, pointed out that both men and women tend to develop through 3 or 4 major levels, or stages, of moral development. Gilligan, referring to a significant amount of research data, noted that these 3 or 4 moral stages can be called preconventional, conventional, postconventional, and integrated. These stages are in fact very similar to the 3 simple developmental stages we use, this time applied to moral intelligence.

Gilligan found that stage 1 is a morality centered entirely on "me" (which is why this preconventional stage, or level, is also called egocentric). Stage 2 moral development is centered on "us" in such a way that my identity has gone beyond just me and expanded to include other people in my group (which is why this conventional stage is often called ethnocentric, traditionalist, or conformist). Starting from stage 3 of moral development, my identity expands again, this time from "us" to "all of us", or all people (or even all beings with consciousness) - and therefore this stage is often called worldcentric. I now have care and compassion not only for myself (egocentrism) and not only for my family, tribe, or nation (ethnocentrism), but for all of humanity, for all men and women everywhere, regardless of race, color, sex, or states (worldcentrism). And if I develop even further, to stage 4 of moral development, which Gilligan calls integrated, then...

Well, before we look at the important conclusion of Gilligan's work, let's first note her main contribution. Gilligan was in complete agreement that women, like men, develop through 3 or 4 major hierarchical stages of development. She herself correctly calls these stages hierarchical, since each stage has a higher capacity for caring and compassion. However, she argues that women progress through these stages with a different type of logic—they develop "in a different voice."

Male logic or male voice is usually based on the concepts of autonomy, justice and rights, while female logic or voice is usually based on the concepts of relationship, care and responsibility. Men tend to be active, women tend to be social. Men follow rules, women follow connections. Men look, women touch. Men tend to individualism, women - to relationships. One of Gilligan's favorite jokes: a little boy and a girl are playing together, the boy says: "Let's play pirates!" The girl replies, "Let's play like we live next door." Boy: "No, I want to play pirates!" "Okay, you're playing the pirate who lives next door."

Boys do not like it when girls are around when they play games like football, because there are serious clashes between the two voices, often quite funny. Several boys are playing football: the child gets a second yellow card and is sent off the field, and so he starts crying. The other boys remain indifferent until the child stops crying: after all, the rule is the rule, and the rule is: two yellow cards and you leave the field. Gilligan points out that if there is a girl near the field at that moment, she will usually begin to say: "Oh, come on guys, come on, give him another chance!" The girl sees the boy crying and wants to help him, wants to treat him, wants to heal him. This, however, drives the boys crazy, because they participate in the game as an initiation into the world of rules and male logic. According to Gilligan, boys will therefore sacrifice their feelings to save the rules, while girls will sacrifice the rules to save their feelings.

Another voice. Both girls and boys will develop through 3 or 4 stages of moral development (from egocentric to ethnocentric to worldcentric to integrated), but they will do it in a different voice, using a different logic. Gilligan specifically refers to these hierarchical stages in women as the stages of self-love (which is egocentric), caring (which is ethnocentric), universal caring (which is worldcentric), and the integrated stage. Again, why is this a hierarchy? Because each stage is a higher capacity for caring and compassion. (Not all hierarchies are bad, and this is a good example of why.)

So, integrated stage or stage 4 - what is it? In the 4th and highest stage of moral development that we know of, the masculine and feminine voices in each of us show, according to Gilligan, a tendency towards integration. This does not mean that a person at this stage loses the distinction between masculinity and femininity and therefore becomes, as it were, a soft, androgynous and asexual being. In fact, the masculine and feminine dimensions may be further enhanced. But what it really means is that the person becomes more familiar with both the masculine and the feminine aspects of himself, even though he usually acts predominantly from one or the other.

And how does it all fit in?

The Integral Model would be just a "mess" of components if it didn't suggest how they all fit together. How do they all fit? It's one thing to just put all the elements of our cross-cultural survey on the table and say, "They're all equally important!" – and quite another: to see the patterns that actually connect these elements. The discovery of deep connecting patterns is the main achievement of the integral approach.

All 5 components of the integral model are aspects that are available to your consciousness right now - this is also true for the sectors.

Have you ever noticed that the major languages ​​of the world contain what are called first, second, and third person pronouns? The first person means "the person who is now speaking" and includes such pronouns as I, me, mine (in the singular) and we, us, ours (in the plural). The second person means "the person being addressed now", which includes pronouns like you (you) and yours (your). Third person means "the person or thing in question" - such as he, him, she, her, they, them, and it.

Thus, if I am talking to you about my new car, "I" is the first person, "you" are the second person, and the new car (or "she") is the third person. So, if you and I are having a conversation and communicating, we will denote this with, for example, the word "we", as in the phrase: "We understand each other." "We" is formally the plural of the first person, but if you and I are communicating, then your second person and my first person are part of this extraordinary "we." Thus, the second person is sometimes referred to as "you/we", or "you/we", or sometimes just "we".

So, in doing so, we can simplify the first, second, and third person to "I," "we," and "it."

Sounds trivial, doesn't it? Perhaps even boring? Well, then let's approach the issue differently. Instead of saying "we", "it" and "I", what if we say the Good, the Truth and the Beautiful?

And what if we say that the Good, the Truth and the Beautiful are the dimensions of your own being at every level of growth and development without exception? And that through integral transformative practice you can discover deeper and deeper dimensions of your own Goodness, your own Truth, your own Beauty?

It really does sound interesting! Good, Truth, and Beautiful are simply variations on first, second, and third person pronouns found in all major languages ​​of the world, and can be found in all major languages ​​because Truth, Good, and Beautiful are, in fact, very real dimensions of reality, to which the language has adapted. The third person (or "it") refers to the objective truth that is being investigated by science. The second person (or "you/we") refers to Kindness, or how we - that same you and I - treat each other, and whether we do it in a polite, sincere, and respectful way. In other words, these are the foundations of morality. And the first person refers to the "I" and the self and self-expression, art and aesthetics, and the beauty that is in the eyes (or "I") of the beholder.

So the "I"-, "we"-, and "it"-dimensions of experience actually refer to: art, morality, and science. Or self, culture and nature. Or Beautiful, Kind and True.

And the idea is that every event in this manifest world has all three of these dimensions. You can consider any event from the point of view of "I" (or how I personally perceive and feel this event), from the point of view of "we" (or how not only I, but others perceive this event) and from the point of view the view of "it" (or the objective facts of the event).

So, an integrally informed path will thereby take into account all these dimensions, thus arriving at a more inclusive and effective approach - in relation to both "I", "we", and "it" - or self, culture and nature.

If you leave out science, or art, or morality, something will always be missing, something will always not work. Self, culture and nature are either liberated together or never liberated. So fundamental are these dimensions of 'I', 'we' and 'it' that we call them the four quadrants and base an integral conceptual framework on them. (We get "four" sectors by dividing "it" into the singular - "it" - and the plural - "they")

The following is a drawing - a schematic representation of the four sectors. It depicts "I" (the inner aspects of the individual), "it" (the outer aspects of the individual), "we" (the inner aspects of the collective) and "they" (the outer aspects of the collective). In other words, the four quadrants - which are the four fundamental perspectives about any event (or the four basic points of view on anything) - turn out to be quite simple to understand: they are the inside and outside of the individual and the collective.

Sectors in relation to people

For example, in the upper left quadrant (the inner side of the individual) you meet with your immediate thoughts, feelings, sensations, and so on. (all described in first person terms). However, if you look at your individual existence from the outside, from the standpoint not of subjective awareness but of objective science, you will find neurotransmitters, the limbic system, the neocortex, complex molecular structures, cells, organ systems, DNA, and so on. - all of them are described by objective terminology ("it" and "they"). The top right quadrant is thus what any event looks like when viewed from the outside. This is especially true of his physical behavior, material components, matter and energy, and his particular body - all of which are aspects that can be viewed in a somewhat objective, tertiary or "it" way.

It is what you or your organism looks like when viewed from the outside, from the position of "it"-objectivity, consisting of matter, energy and objects; whereas from within you find not neurotransmitters but feelings, not limbic systems but strong desires, not a new cortex but inner vision, not matter-energy but consciousness, all described in terms of primordial immediacy. Which of these points of view is correct? According to the integral approach, both. These are two different points of view on the same event, namely you. The problems begin when you try to reject or deny any of these perspectives. All four quadrants must be included in any integral worldview.

Let's continue with our connections. Note that every 'I' is in relationship with other 'I's, and that means that every 'I' is in a plurality of 'we'. These "we" represent not only individual, but group (or collective) consciousness, not only subjective, but intersubjective consciousness - or culture in the broadest sense of the word. This fact is noted in the lower left sector. Similarly, each "we" has an outside, or what it looks like when viewed from the outside, and this will be the bottom right quadrant. The lower left quadrant is often referred to as the cultural dimension (or the internal awareness of the group - its worldview, shared values, feelings, etc.), while the lower right quadrant is the social dimension (or the external forms and behaviors of the group, which are studied by such third-person sciences, like systems theory).

Again, the quadrants are simply the inside and the outside of the individual and the collective, and the thought is that everything needs to be included in the four quadrants if we are to be as integral as possible.

Now we have come to the point where we can start putting all the components together. The main components that we have previously explored are states, levels, lines, and types. Let's start with levels, or stages.

All four sectors show growth, development and evolution. In other words, they all show some stages, or levels, of development, not like hard rungs on a ladder, but like rolling and overflowing waves of unfoldment. It happens everywhere in the natural world, just as an oak unfolds from an acorn through a series of stages of growth and development, or as a Siberian tiger grows from a fertilized egg into an adult organism in a sequence of well-defined stages of growth and development. The same thing happens in a very definite, important way with people. We have already seen how some of these stages apply to humans. In the upper left quadrant, or "I," for example, the self expands from body to mind and then to spirit. In the upper right sector, bodily energy expands phenomenologically from gross to subtle and then to causal. In the lower left quadrant, "we" expands from egocentrism to ethnocentrism and then to worldcentrism. This expansion of group consciousness allows social systems - in the lower right quadrant - to expand from simple groups to more complex systems like nations and eventually even to global systems. These three stages in each of the sectors are shown in the figure.

Let's move from levels to lines. There are lines of development in all four quadrants, but since we are focusing on personal development here, we can look at how some of these lines manifest themselves in the upper left quadrant. As we have seen, there are over a dozen different multiple abilities or lines of development. Some of the most important lines:

• cognitive line (or awareness of what is)
• moral line (awareness of what should be)
• emotional or affective line (spectrum of emotions)
• interpersonal line (how I socially relate to others)
• needs line (like Maslow's hierarchy of needs)
• line of self-identification ("I"-identity) (or "who am I?", such as the stage of development of the Levinger ego)
• aesthetic line (or line of self-expression, beauty, art, and perceived meanings)
• psychosexual line, which in its broadest sense means the entire spectrum of Eros (from gross to subtle and further to causal)
• a spiritual lineage (in which "spirit" is seen not simply as the Foundation and not simply as the highest stage of development, but as a separate unfolding line)
• value line (or what a person considers most important - the line explored in the work of Claire Graves and popularized by Spiral Dynamics)

All these lines of development can pass through major stages or levels. All of them can be included in the psychogram. If we use stage or level concepts like those of Robert Keegan, Jane Levinger, Claire Graves, then we get 5, 8, or even more levels of development from which we can trace the natural unfolding of lines or streams of development. And again, it's not about which one is right or wrong, it's about how much "detail" or "complexity" you need to more adequately understand a given situation.

As noted, all sectors have development lines, and we just focused on the development lines in the upper left sector. In the upper right quadrant, when it comes to people, one of the most important lines is the bodily matter-energy line, which, as we have seen, extends from gross energy to subtle energy to causal energy. As a sequence of development, it describes the acquisition on an ongoing basis of the ability to consciously control these energy components of your own being (otherwise they appear only as states). The upper right sector also describes all external behavior, all actions and movements of my objective body (gross, subtle or causal).

In the lower left quadrant, cultural development as such often unfolds in waves, progressing from what the pioneering genius of Jean Gebser called the archaic, magical, mythical, mental, integral, and higher stages. In the lower right quadrant, systems theory is concerned with collective social systems undergoing a process of development (and in the case of humans, this includes, for example, the succession of stages from gathering to agrarian to industrial to information systems).

In the "Sectors to People" figure, we have simplified this to the "group, national, global" stages, but the general idea is simply to observe the unfolding of levels of greater social complexity that are integrated into broader systems. For this simple overview, again, it is not so much the details that are important, but the general scope of the nature of disclosure in all four quadrants, which may include expanding realms of consciousness, care, culture, and nature. In short, 'I', 'we' and 'it' can evolve. And self, and culture, and nature - all of them are able to develop and evolve.

Now we can quickly finish with the remaining components. States occur in all sectors (from weather conditions to states of consciousness). We have focused on states of consciousness in the upper left quadrant (waking, dreaming, deep sleep) and energy states in the upper right quadrant (gross, subtle, causal). Of course, if any of these become permanent acquisitions, they will become stages, not states.

In addition, there are types in all quadrants, but we have focused on the masculine and feminine types as they appear in individuals. The principle of masculinity is more identified with activity, and the principle of femininity is more identified with community, but the idea is that any person has both of these components. And finally, as we have seen, there are pathological types of masculinity and femininity at all available stages - a sick boy, a sick girl are at all levels.

Does it seem very difficult? In a sense, it is. But in another sense, the extraordinary complexity of humans and their relationship to the universe can be greatly simplified if we take into account all the main points of the quadrants (observations that every event can be viewed from the point of view of "I", "we" or "it"), lines of development (or multiple intelligences), all of which unfold through levels of development (from body to mind and then to spirit), as well as states and types at each of these levels.

This integral model - "all sectors, all levels, all lines, all states, all types" - is the simplest model that can handle all the truly essential components of reality. Sometimes we just cut it all down to "all quadrants, all levels" - or AQAL - where the quadrants are, for example, the self, culture and nature, and the levels are the body, mind and spirit, so we say that the integral approach includes cultivation of the body, mind and spirit in oneself, culture and nature. The simplest version of this is shown in the previous figure, and if you have a general understanding of this illustration, then the rest is quite simple.

So, the integral map consists of 4 sectors, each of which describes its own aspect of reality available to a person. The four quadrants describe the internal and external of the individual and the collective.

The upper left quadrant (the "I" quadrant) considers the individual's inner being - that which cannot be understood without talking to the person - his thoughts, feelings, emotions, etc.

In the lower left quadrant (the "We" quadrant), the collective internal or cultural dimension is considered - group, collective consciousness or culture in the broadest sense of the word, everything that concerns relationships between people and that can only be explored through communication with representatives of the culture under study.

The subject of attention of the upper right sector (the “It” or “It” sector) is the individual external - what can be said about a person with the help of external study from an objective, scientific point of view - the structure of his body, the processes that take place inside the body, external manifestations of behavior, etc.

The lower right sector (the "They" or "These" sector) is devoted to the collective external - the social dimension of the external forms and behavioral acts of groups, which are studied by various third-person sciences, such as systems theory.

According to one possible definition, an organization is a structured system consisting of groups of individuals working together to achieve agreed goals. That is, we can say that an organization is a multi-level reality, and only those who see this reality as a whole can effectively manage it. Learning to manage it means mastering the art, the art of seeing the whole picture where others see disparate parts, and managing it as a living and whole organism.

Looking at any organization using the AQAL model allows you to see 4 external and 4 internal sectors in it. It's like seeing the organization from the inside and the outside at the same time.

All 4 external sectors describe the company and its employees.

The upper left sector in an organization describes the identity of the key employees of the company that affect its life as a whole - these can be commercial and financial directors, deputy general directors, etc.

This sector explores them:

• personal goals
• mentality: a system of attitudes, beliefs, values, principles and ideals
• an experience
• skills
• level of motivation and what motivates them
• level of awareness regarding goals, knowledge, skills and experience

The bottom left quadrant describes within the company what can be broadly referred to as "culture":

• a common worldview inherent in all employees of the company (a system of ideas and beliefs about themselves, people and the world)
• general meanings, that is, the answer to the question - why are we gathered here, except for making money
• legends and stories that are spread within the company
• nature of interactions within oneself and with the outside world
• shadow leaders
• general level of culture
• national and cultural features

The upper right quadrant in an organization describes a whole range of phenomena that can be described by the term "behavior":

• competencies
• sustainable behavior patterns
• energy level
• performance
• appearance
• education

The lower right quadrant in an organization encompasses what characterizes it as a system:

• formulated goals of the organization and its plans, strategies, etc.
• organizational structure (systems of control and hierarchy of authority)
• business processes
• technology
• infrastructure
• assets
• products

But there is a person in the organization who is a central element in its structure - this is its leader. The main thing about it is that it has a decisive influence on all levels of the organization's existence. He can be called completely different: from the president of the company to the director, his essence remains the same - the scale of influence. Without him, there will be no company.

In the upper left quadrant it will be: the personal goals of the manager and his leadership style.

In the lower right quadrant, which is devoted to "culture", information will be considered: about what roles he plays inside and outside the organization; what relationships and how the leader builds outside the organization.

In the upper right, which describes "behavior", in addition to those already listed, will be considered: the state of his personal health and the availability of personal space.

In the lower left, which describes the various systems and what creates them, in the appendix to the head of the company, it is described what other systems he, as a certain unit, is a part of, and what he has on the material plane:

• personal assets
• other business
• home etc.
• clan, party,
• public organizations and other communities.

The result of this approach is a very accurate map of the organization and the factors that influence its existence. And as you know, the more accurate the map, the more accurately you can plot a course through the territory.

Considering all the sectors and the information available in them, you can see how everything is interconnected and everything influences each other.

Corporate culture is embodied in the organizational structure, which in turn affects the behavior of employees in the company, but it all starts with the goals of the leader, each level of existence of which will affect all levels within the company.

And no matter what the question is now facing the head - to save the company or develop - it all starts with him. And if he wants any of his undertakings to be successfully realized, he needs to start working with himself, with developing in himself what is necessary for his company now. And then look at what needs to be done in each sector so that the company's goal is achieved.

In order for the map to work and help to see the company and the personality of the leader from new angles, you need to ask two simple questions. And the first of them - when does the company begin its existence?

The company begins its existence at the moment when its future leader says the words "I want to organize my own business." From that moment on, all the steps he takes will have a decisive impact on the company - from the employees he will hire to the office in which this company will work.

And now the second question: how does the leader influence the company? From classical management theory, we know that he has a whole set of managerial tools in his hands. However, the very personality of the leader, his features are most often overlooked. This is very similar to the situation with classical and quantum physics: as soon as the observer is taken into account in the process of research and experiments, the picture of reality and the laws operating in it changes.

This influence can be traced using the Ken Wilber Integral Model (AQAL for short). In fact, this means tracking influence from 4 perspectives.

The first is the inner content of the leader's personality itself: his goals and the meanings for which he achieves them; life experience and principles that from the inside influence the vision of the future, where he wants to come; in general, his life outlook, etc. That is, everything that is impossible to know and understand without talking to him.

The second perspective is the perspective of behavior: in what concrete steps and actions does he embody his vision and goals. Everything that can be described from the side, the view of a third person.

The third perspective is that of the relationships he builds both on and off the job. If there are relationships, then there are also the roles that he plays in relation to his subordinates and colleagues, relatives and relatives. And the relationship is based on certain rules, norms, values ​​that make it possible to feel some kind of unity and integrity. This is a corporate culture perspective.

The last, fourth, perspective is a view from the point of view of the system of which it is a part, and the system-forming elements. In a company, this will be his position and described functional responsibilities, as well as the goals and strategies of the company, business processes and organizational structure, etc.

And all this is interconnected, certain goals lead to certain behavior and manifestations that can only exist within a certain system. This system can be a company or a group, a community within which communications are carried out based on certain rules, norms, values.

For example, a manager's main goal is to create a creative product in the market segment in which they work. The main value is the creative process and the principle that there will be money - the main thing is that you are busy doing what you love. In practice, this led to the creation of high-tech production and the formation of a culture of professionals at the enterprise. But, on the other hand, the company does not have a well-organized sales system, orders are found and brought only by the head himself through a large network of his own individual contacts.

At the same time, the manager is clearly aware that if a sales system is not built now, production will disappear. This is where his personal attitudes about money come to the fore. This setting says: money can only be spent on creating something new and interesting. And since this is valuable for the manager, he will always find money for this. That is, the company always has money to develop and maintain the required level of wages, but the company does not make a profit. And in order for the situation to change, you need to start changing your attitude towards money, the work with which, in turn, one way or another will lead to the need to get out of the usual model of understanding yourself and the world.

Thus, the circle closes, having passed the whole model from personal goals through the organization to the personal attitudes of the leader and to the need for internal work on oneself.

The way the leader formulated, or even better to say, what is the goal for him in fact, what meanings he put into the words that describe the goal, this is what will lead him and the company. And this meaning will affect everything - from the structure of the company to the personal qualities of employees who will be hired by the head of his company.

One of the leaders, when creating a company, understood the goal as the creation of an organization that is the best in its industry. And the criterion for achieving this goal for him will be positive customer reviews and popularity among them. The rest is left out of the strategy. At the level of behavior, this manifested itself in the fact that the company still does not have a normal business plan, and customer reviews are simply enthusiastic - they are satisfied with the way they are served in this company, the quality of the goods, the level of service. But there are no numbers. And a very good specialist in his field was invited to the position of a key manager, who is known among clients and knows how to work with him, but he has a pronounced orientation to the process, but not to the result.

Therefore, in order for a successful company to be created, the manager needs to see and understand how and in what the content of his inner world is embodied in his organization.

The same principles of interconnection between the various sectors of the integral map, which determine the degree of influence of the leader's personality on the organization, continue to operate within the organization itself.

There is a very old and well-known expression that the retinue plays the king. One is impossible without the other, and one is connected with the other. So in a company, a leader without a team of top managers is just a person who has a number of very valuable ideas and who wants to implement them, but who alone does not have the opportunity to do this. In some way, each member of the top management team is a kind of continuation of the personal qualities of the leader, this will be especially evident at the level of company management and managerial decision-making.

In order to understand and see this, knowledge of management schemes and models is not enough; this requires a broader view of the reality in which the company is managed. One possible approach is to use an integral model. In short, its meaning is that any organization can be viewed from four perspectives or levels - levels of personality, level of behavior, level of culture and level of system.

The level of personality is the internal content of the personality of employees: the goals and meanings for which he achieves them; life experience and principles; in general, his life outlook, etc. This is all that is impossible to know and understand without talking to him.

The second level is the perspective of behavior, that is, in what specific steps and actions their life and professional experience is embodied. Everything that can be described from the outside. This is the view of a third person, an outside observer.

The third level is the perspective of relationships that a person builds both at work and outside of it. If there are relationships, then there are also the roles that he plays in relation to his subordinates and colleagues, relatives and relatives. And the relationship is based on certain rules, norms, values ​​that make it possible to feel some kind of unity and integrity. This is a corporate culture perspective.

The last, fourth, level is a view from the point of view of the system of which it is a part, and the system-forming elements. In a company, this will be his position and described functional responsibilities, as well as the goals and strategies of the company, business processes and organizational structure, etc.

This scheme does not say that the system prevails over the individual or culture, it only proposes to follow the general logic of the systems approach that all parts of the system are interconnected, and one cannot be preferred. Because it leads to the loss of a holistic view of reality.

A vivid illustration of the fact that it is impossible to share a holistic reality when considering it is an example of the interweaving of management style and corporate culture in state-owned companies that are passing into private ownership. As soon as this happens, they immediately show a lack of a proactive culture due to the rigid centralization of power. In reality, this manifests itself as follows.

At one of the sessions of organizational development, a team of top managers (these are the directors of regions and individual divisions within the regions) formulated ideas on what needs to be done to solve specific problems in the field of personnel. The list consisted of three categories - the directors themselves, employees of the personnel department and top managers of the management company. Most of the ideas were formulated for the managers of the management company - 15, for themselves the tops formulated only 5 specific actions. At the same time, the formulation was accompanied by statements that, first of all, it is necessary to indicate the path of changes, and after that they will do everything on the ground.

The proposal of one of the participants to discuss the need to change the attitude towards their own staff in the field to solve problems did not meet with support, and was ignored by other directors. In fact, it was about appealing to the principles and norms of the company's corporate culture. And this despite the fact that one of the stated ideas proposed for managers of the management company at this session was that they should change their attitude towards the directors of regions and divisions.

The principle that exists at the level of culture leads to the formation of a certain managerial culture - the technology for solving problems must come from above, and if it does not exist, then I will wait until it comes.

If you take a step aside, you can see that the organizational structure of state-owned companies requires a certain corporate culture within it. It, in turn, influences and shapes a certain way of thinking and behavior of its employees, from managers to ordinary employees. In this case, the impact on one of the elements will entail either a change or resistance in the entire system.

The main factor in discussing the degree of influence on the processes in the company is the mentality of key employees, as well as their roles that they may unconsciously play within the company, supporting the culture that the owner of the company or the CEO sets. If a company in its development is at the “family” stage, then with a probability of 99%, the CEO will be perceived as a father, and all subordinates will be children for him. And he will lead them as he would his children.

Example. A medical company selling high-end dental equipment. Employees among themselves call the CEO of the company, who is also the owner of the company - “dad”. At the same time, those who use this expression do not understand that it somehow includes certain patterns of behavior in them. For example, the financial director in relation to the employees of the commercial department plays the role of "mother", using for this all his unrealized potential in life. Each department is a family in miniature, the management of which is built on the basis of what patterns of behavior each department head has in his own family.

The company has clearly defined areas of responsibility for each employee, but since in the family of the head he makes all decisions, and he always has the last word, in departments many decisions are made only in agreement with the head of the commercial department or financial director.

This is an example of how everything is interconnected - culture, structure and personality in a company.

And if the retinue makes the king, then if the king wants to continue to shine in his environment, he must change himself and change his retinue. This can be both internal and external changes in the retinue, up to the recruitment of new employees for key positions.

During the discussion of Ken Wilber's integral concept, misunderstandings arise from time to time about what the sectors of the so-called four-sector model (AQAL) are. In this short article, I tried to present a description of the model itself and the history of its occurrence based on quotes from the works of Ken Wilber.

In A Brief History of Everything (1996), Wilber describes how he came up with the idea for AQAL. He says that various theorists, including ecophilosophers who have a negative attitude towards hierarchies, offer their own hierarchical schemes for different areas of reality. Wilber notes that hierarchical schemes describe not only the structure of the world, but also the processes of development and purely logical connections. Despite the significant differences between these spheres of being (spatial, temporal, logical), Wilber calls all these hierarchies holarchies, using a term borrowed from A. Koestler. “In other words, whether we understand it or not, most of the proposed world maps are in fact holarchies for the simple reason that this concept cannot be avoided (because one cannot escape from the concept of a holon; (a holon is something that is at the same time a whole in itself in itself, and a part of something else))”. Some critics of Wilber point out that the processes of individual development, ontogenesis, are not very well described by a holarchic structure that uses the principle of nesting levels. Rather, in the process of development we have a change of stages, which is easy to understand if we imagine, for example, the development of an oak from an acorn.

Based on the books he read, Wilber compiled lists of these "maps of the world" and tried to systematize them. Initially, he had the idea that all these hierarchy maps were different versions of a single holarchy. But then he decides to combine them into 4 groups. “And the more I looked at these holarchies, the more I realized that there are, in fact, 4 very different types of holarchies, 4 very different sequences of holons.” According to Wilber, these 4 types of holarchies describe 4 different types of territories. These 4 types of territories and the 4 types of holarchies corresponding to them form 4 sectors of the four-sector AQAL model.

Ken Wilber pays a lot of attention to criticism. But how significant are these criticisms? In one of the conversations recorded for the Integral Spiritual Center, Ken touches on one such criticism that AQAL's "all-quadrant, all-level" integral approach is a belief system that has its origins in Ken's own long-standing Buddhist practice.

This critique is based on the postmodern concept that statements can never be taken apart from their context. The context for asserting the AQAL model, according to this critique, is inevitably that Ken is a long-term western practitioner of Buddhism. The all-quadrant component, for example, is like the three jewels of Buddhism (Buddha, Dharma, Sangha) – and therefore derived from them – and the states (gross/subtle/causal) are a direct legacy of the states that Buddhist practice has classified for millennia.

Ken recognizes the value of the idea raised in this argument, but he believes that this argument does not hold water for a number of reasons. The first of these concerns the methodology by which the AQAL theory, if anything, was formulated. For more than three decades, Ken says, he has painstakingly sought out the deep structures that underlie the surface properties of manifestation. Instead of trying to combine, for example, Buddhism and Christianity (not to mention science and religion), he tried to observe as much of the manifesting world as possible, and then answer the question: what should the Cosmos be like in order to ensure the emergence of all these forms of manifestation? His mission, though ambitious, was at its core to decompile the Cosmos.

In the case of this example, there is no doubt that the four sectors resemble the three jewels of Buddhism. However, four sectors appear around the entire perimeter of the Cosmos: for example, in the form of the Big Three (Truth / Beautiful / Good); pronouns "I", "we", "it"; the holy Christian trinity, etc. Ken's contention is that the deep structure underlying these surface properties or manifestations does indeed represent the inside and outside of the individual and the collective. Similarly, the states of consciousness experienced in the practice of Buddhism share a significant similarity (or deep structure) with those experienced in other traditions (as pointed out over a century ago by William James and Evelyn Underhill). Despite the variety of ways in which they are phenomenologically experienced, their external manifestations seem to be almost identical.

With regard to the general question of responding to criticism, Ken points out that qualitative criticism is an essential element in having his thought go through five major stages. This kind of criticism - and the attempt to adapt it into subsequent models - was precisely the driving force through which his thought progressed over the course of three decades. Ken even jokes that he will steal the truth from anyone! As he puts it, he is attached to the truth - and not to what he writes about the truth. And while he can't necessarily respond to his critics in real time, significant criticism is usually dealt with in a normal way, and Ken credits the author of such criticism (if any) in his next book.

AQAL, says Ken, is explicitly a map. Some critics mistake it for territory itself and then criticize it as a belief system—an obvious mistake. Some critics dispute the card itself, although it is difficult to find anything in the world of manifestation that is not included in this card. Ultimately, manifestation occurs, and the AQAL model—with its five irreducible elements—is probably one of the most convenient ways to view it.

coaching method

Basic definitions of coaching

• "Coaching" is the disclosure of a person's potential in order to maximize its effectiveness. Coaching does not teach, but helps to learn (Timothy Galwey).
• Coaching is an alternative management behavior to command and control (John Whitmore).
• "Coaching" is an action that has the goal of achieving the goals.
• "Coaching" is an increasing process during which a person learns about his own capabilities that make up his hidden potential.
• "Coaching" is a process that helps a person to look at the development of his personality, at a specific stage of its development, that is, to open a person's eyes to many things that are useful to him.
• "Coaching" is a process that allows a person to achieve the highest results using the necessary methods and techniques.
• "Coaching" is a process during which a person must manage himself in the most effective way.
• "Coaching" is a process in which the person involved in it receives great joy from his successes and achievements.

Definition of coaching by the ICF (International Coaching Federation): "Professional coaching" is an ongoing collaboration that helps clients achieve real results in their personal and professional lives. Through the coaching process, clients deepen their knowledge, improve their performance and improve their quality of life.

Another name for the method: "Developmental counseling".

The point of coaching is to move towards a goal. Using coaching, people achieve their goals much more efficiently and quickly, and gain confidence that the direction of development they have chosen is really exactly what they need. With the professional support of a coach, a person independently formulates goals, develops strategies and implements the most successful one.

Unlike psychotherapy, coaching is future-oriented. It helps, by working on your present, to take a different look at life, to realize your true, and not imposed by public opinion, desires, needs and values, to get rid of internal barriers that impede the achievement of goals and learn to find your own solutions.

There are several dozen models of coaching definitions of coaching, all of them correspond to reality to some extent, but it is extremely difficult to single out the only correct one, since all researchers have their own opinion on this matter.

It is used to solve a wide range of tasks and problems in various areas of life and activity. Coaching is one of the tools for developing creative thinking.

The purpose of the method is to maximize the effectiveness of the individual in his personal and professional activities.

According to one version, coaching originated in the 80s of the last century. The key figures in this process were: Thomas Leonard - the founder of personal coaching, Timothy Gallway - the ideological forerunner of coaching and John Whitmore - the founder of the corporate business and management in coaching.

To refer to the work that T. Leonard did with his clients, he used the sports term "coaching". "Coaching" is a transliteration of the English "coaching". This is simply English coaching rewritten in Russian letters, which can be translated as "training, tutoring, preparation." It so happened that the word "coaching" does not reflect the essence of the concept itself. In fact, this concept includes something more. Coaching arose at the intersection of psychology, management, philosophy, logic and life experience. This is a process aimed at achieving goals in various areas of life and activity. One of the equivalents that expresses the idea of ​​coaching is "joint achievement" or "developmental counseling".

According to another version, shared by many academic practitioners, coaching, in a sense, arose out of nowhere. This approach to planning and implementing positive change was not entirely new. Many of those who are introduced to coaching and its possibilities have actually used it to some extent in their lives.

It is fair to say that the ideas of coaching were mostly proclaimed by Socrates, but his philosophy did not find proper understanding in society. "I can't teach anyone anything, I can only make them think." Socrates (470-399 BC), ancient Greek philosopher.

The merit of Gallway, Leonard and Whitmore is that, having realized the need for personal support for professional activities, the ideas of coaching have acquired a more perfect form.

By definition, coaching is a technology for unlocking a person's potential. However, it is more than technology, it is a way of thinking. The main task of coaching is not to teach anything, but to stimulate self-learning, so that in the process of activity a person can find and receive the necessary knowledge himself. In coaching, including within the framework of the goals of the organization, the client himself formulates his goals and achievement criteria, strategies and steps, comparing them with the goals of the organization.

The essence of the method is a set of techniques borrowed from various professions, supplemented by a number of specific techniques and aimed at quickly achieving results.

The basic procedure for coaching is dialogue, asking effective questions and listening carefully to the answers. During this dialogue, the full potential of the client is revealed, his motivation increases, and he independently comes to an important decision for himself and implements what he has planned.

Stages of coaching

Coaching takes place in several stages:

1. Determining the goals of coaching. Establish rules for interaction between coach and client.
2. Analysis of the current situation.
3. Clarification of goals, setting goals, identifying ways to achieve.
4. Drawing up an action plan.
5. Control and support in the process of implementing the plan.

Advantages of the coaching method

Coaching contributes to the clear setting of goals and their successful implementation.
Coaching is applied both at the individual and group levels.

Disadvantages of the method

Psychological resistance of the individual, since the implementation of coaching ideas involves the destruction of many stereotypes in the mind and the formation of new habits.
- Strong dependence of the results of the method on the personality and training of the coach - coach, which leads to instability of learning outcomes for the same program.

By Areas of use There are career coaching, business coaching, personal performance coaching, and life coaching. Career coaching has recently been called career counseling, which includes an assessment of professional opportunities, assessment of competencies, career planning counseling, development path selection, support in finding a job, etc., related issues.

Business coaching is aimed at organizing the search for the most effective ways to achieve the company's goals. At the same time, work is carried out with individual managers of the company and with teams of employees.

Life coaching consists of individual work with a person, which is focused on improving his life in all areas (health, self-esteem, relationships).

By coaching participants There are individual coaching, corporate (group) coaching.

By format- face-to-face (personal coaching, photo coaching) and distance coaching (online coaching, telephone coaching) types of coaching. It is important to understand that the above areas of coaching are inextricably linked and organically fit into the client training system.

More about coaching:

1. Evaluation of the effectiveness of coaching is carried out by the client according to his own criteria by comparing the results achieved with those declared at the beginning of work with the coach.
2. Coaching is painstaking and hard work, long and painstaking joint work of the coach and the client.
3. A person develops only when he makes every effort to formulate and practically solve his problems.
4. Only actions and the achievements that follow them can lead to sustainable changes in human consciousness.
5. According to the Fortune 500, coaching provides more than 5 times the return on investment.
6. Often, under the attractive brand of coaching, the client is offered various services that are quite far from him.

Terms used in coaching:

A coach is a person who provides coaching.

Client - a person ordering coaching services. In the terminology used by British coaches, the person receiving the coaching service is also called a coache.

A session is a specially structured conversation between a coach and a client.

The meaning of coaching

Coaching works at the level of consciousness and serves to expand the boundaries of awareness of reality in the course of analyzing the task. The collection of all the necessary information to solve the problem and its analysis are carried out by the client independently with the assistance of the coach. To do this, special techniques are used, the main of which is question coaching technologies.

The coaching procedure harmoniously combines two principles: the principle of awareness and the principle of responsibility.

The level of professionalism of a coach is determined by the availability of certificates and the number of hours worked by him. The first coaching session lasting from 30 to 90 minutes must be provided by the coach free of charge. It is during the first coaching session that the client must determine for himself whether he needs coaching and whether this coach is right for him. The personality of the coach plays an important role in coaching. The result in coaching is achieved, including due to the personality of the coach, his skill of active listening and the ability to ask the right questions at the right time, as well as the ability to use tools in a way that would benefit the client. A coach is right for you if you like this person, you understand that you can open up to him, he inspires confidence, and your sincere and deeply elaborated answers to his questions bring you closer to your goal.

Philosophy of coaching:

Each person lives with the feeling that he is capable of more. Coaching is a help in realizing this feeling.
every man can do whatever he wants.
every person knows what he wants.
in order to achieve your goals, you need to be aware of reality, be courageous and not stop.
If you want to be happy and successful, be. The criteria for happiness and success you choose yourself.
Each person is responsible for how his life goes.

Professional coaching involves a partnership between the coach and the individual client to achieve tremendous results based on the client's stated goals.

In the coaching process, the client focuses on the skills needed to succeed and improve their own performance. After the client has chosen a topic for the session, the coach observes, asks, and listens to help analyze concepts and principles that help uncover opportunities and plan actions. As a result, the client becomes clear about the most effective ways to achieve the desired. Solutions are usually found from the hidden resources of the client, coaches believe and find evidence of the uniqueness and high potential of their clients, in their creativity and resourcefulness. A career coach provides support to develop the client's existing resources, abilities and creativity. It enhances awareness of one's own capabilities, which leads to more productive life choices.

Other names of the method: "Developing counseling".

Purpose of the method

It is used to solve a wide range of tasks and problems in various areas of life and activity by those who have already achieved a lot and want to achieve more. Coaching is one of the tools for developing creative thinking.

Purpose of the method

The maximum increase in the effectiveness of the individual in her personal and professional activities.

The essence of the method

Coaching (coaching) is a tool designed to unlock the potential of a person in order to maximize its effectiveness in personal and professional activities.

Coaching is a set of techniques borrowed from various professions, complemented by a number of specific techniques and aimed at quickly achieving results.

Action plan

The basic procedure for coaching is dialogue, asking effective questions and listening carefully to the answers. During this dialogue, the full potential of the client is revealed, his motivation increases and he independently comes to an important decision for himself and implements what he has planned.

Coaching takes place in several stages.

1. Determining the goals of coaching. Establish rules for interaction between coach and client.
2. Analysis of the current situation.
3. Clarification of goals, setting tasks, determining ways to achieve.
4. Drawing up an action plan.
5. Control and support during the implementation of the plan.

Method features

The age-old wisdom of the ancients and modern business technologies are intertwined in coaching.

According to one version, coaching originated in the 80s of the last century. The key figures in this process were: Thomas Leonard - the founder of personal coaching, Timothy Gallway - the ideological forerunner of coaching and John Whitmore - the founder of the corporate business and management in coaching.

To refer to the work that T. Leonard did with his clients, he used the sports term "coaching". "Coaching" is a transliteration of the English "coaching". This is simply English coaching rewritten in Russian letters, which can be translated as "training, tutoring, preparation." It so happened that the word "coaching" does not reflect the essence of the concept itself. In fact, this concept includes something more. Coaching arose at the intersection of psychology, management, philosophy, logic and life experience. This is a process aimed at achieving goals in various areas of life and activity. One of the equivalents that expresses the idea of ​​coaching is "joint achievement" or "developmental counseling".

According to another version, shared by many academic practitioners, coaching, in a sense, arose out of nowhere. This approach to planning and implementing positive change was not entirely new. Many of those who are introduced to coaching and its possibilities have actually used it to some extent in their lives.

It is fair to say that the ideas of coaching were mostly proclaimed by Socrates, but his philosophy did not find proper understanding in society. "I can't teach anyone anything, I can only make them think." Socrates (470-399 BC), ancient Greek philosopher.

The merit of Gallway, Leonard and Whitmore is that, having realized the need for personal support for professional activities, the ideas of coaching have taken on a more perfect form.

By definition, coaching is a technology for unlocking a person's potential. However, it is more than technology, it is a way of thinking. The main task of coaching is not to teach anything, but to stimulate self-learning, so that in the process of activity a person can find and receive the necessary knowledge himself. In coaching, including within the framework of the goals of the organization, the client himself formulates his goals and achievement criteria, strategies and steps, comparing them with the goals of the organization.

Additional Information:

1. Evaluation of the effectiveness of coaching is carried out by the client according to his own criteria by comparing the results achieved with those declared at the beginning of work with the coach.
2. Coaching is painstaking and hard work, long and painstaking joint work of the coach and the client.
3. A person develops only when he puts maximum effort into the formulation and practical solution of his problems.
4. Only actions and the achievements that follow them can lead to sustainable changes in human consciousness.
5. According to the Fortune 500, coaching provides more than 5 times the return on investment.
6. Often, under the attractive brand of coaching, the client is offered various services that are quite far from him.

Advantages of the method

• Coaching contributes to the clear setting of goals and their successful implementation.
• Coaching is applied both at the individual and group levels.

Disadvantages of the method

Psychological resistance of the individual, since the implementation of coaching ideas involves the destruction of many stereotypes in the mind and the formation of new habits.

Expected Result

Significant (at times) increase in the efficiency of the individual.

Today we will talk about what coaching is, why it is needed, how it differs from ordinary psychological training, what types it can be.

Lifehacking, coaching, startup, coworking, freewriting - these and similar words make your head spin.

It seems that they are gradually beginning to displace the words familiar to us.

But behind each of these concepts, quite understandable and familiar practices are hidden.

It’s just that in order to pass for an educated person today, you need to replenish your vocabulary with terms of foreign origin.

Today we'll talk about what is coaching what it is for, how it differs from conventional psychological training, what types it can be.

In short, today you will learn absolutely everything about coaching.

What is coaching and how does it differ from other practices?

Coaching is a tracing paper from the English word coaching, which translates as training, a training course.

Timothy Galvey, John Whitmore, Miles Downey, Thomas J. Leonard were the pioneers-ideologists of this direction in Europe and the USA.

It was they who, at the end of the 20th century, wrote studies, created the first practices that gradually formed into schools.

If it is very easy to explain, then coaching is a kind of counseling method, which consists in the joint work of the coach and the client to find ways to improve personal or professional growth.

Skeptics often grumble that they invented methods that actually duplicate each other. After all, there is already training, consulting, psychological therapy.

What else is coaching for?

However, this practice does not repeat any of the existing ones.

Coaching differs from training in that you will receive clear recommendations from the coach on how to act in a particular case, but the coach will look for answers to questions together with you.

It does not duplicate coaching and consulting, because coaching will guide and advise you until you achieve the desired result, and the consulting consultant will limit himself to recommendations, allowing you to continue to act independently.

Coaching has little in common with psychological therapy, since the latter is aimed at solving a specific problem with an appeal to your past, and the coach looks at the situation in general and certainly will not poke around in your past.

Types of coaching

In the nearly half century since the advent of coaching, great strides have been made in researching and refining the practice.

The classification of this technique is quite complicated and depends on many factors.

There are two types of coaching according to the style of conducting:

Freestyle is the so-called freestyle, when a client buys one or more workouts from a coach, depending on the issues that interest him.

Freestyle coaching can be one-time or regular: for example, once a month there is a meeting to discuss certain issues.

Process.

The coach develops a whole program, focusing on the client's request, during which many different problems are solved.

Depending on the tasks set by the client, process coaching can last for a whole year.

There are three types of coaching depending on the level of change:

Behavioral.

It aims to change human behavior.

For example, a manager lacks the confidence to handle large meetings, or account managers are not good at lossless. The coach corrects these gaps in their behavior.

Evolutionary.

It is aimed at the development of a person's personality.

Depending on the problems existing in the team, the management forms a task for the coach: to dwell on the personal growth of the employee (for example, obsession with personal problems interferes with the quality work of some employees) or professional - methods that allow you to improve as a specialist.

Transformational.

This type of coaching requires a higher level of skill from the coach, since transformational training is aimed at explaining to a person why he came to this world, what is his global destiny, what is his role among his own kind, etc.

Depending on the number of participants and their status, there are four types of coaching:

1. Individual - one client works directly with the coach.
2. Group - a large or small group gathers and works with one trainer.
3. Family - American spouses often turn to a coach in order to improve relations in the family, to bring the implementation of some joint goals closer.
4. Teamwork is the work of several teams and one or a couple of coaches. Learning is achieved through open or informal competition.

Today, when the life of business people is very busy, it is not necessary to conduct face-to-face coaching (that is, a personal conversation between a client and a coach).

You can communicate via telephone, skype, e-mail, etc.

For greater efficiency, several types of coaching are often combined, for example, they hold several personal meetings, and the client specifies all the additional nuances by phone.

Coaching is really effective

Advanced business leaders abroad cannot do without coaching.

Its effectiveness has been proven in practice, so saving on the personal and professional growth of employees means not wanting your own material success.

Coaching does have many benefits. He:

1. Helps the client to focus on what is really important, filtering out all the minor details.
2. Allows the client to completely relax and talk about what really worries him, because all coaches respect confidentiality.
3. It is the most productive practice that promotes personal growth, because he took the best from training, consulting, psychological therapy, sports training.
4. Able to direct the client on the right path, which will really lead to rapid personal and professional growth.
5. Can help the client's existing skills and knowledge become perfect.

And now I want to invite you to watch

animated video showing how coaching actually works.

Now you know, what is coaching, so you can use this effective technique for personal development and success.

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