I am an author and practitioner in theory of education and life-long learning, an executive coach, organizational consultant, and a recognized opinion leader in business/corporate coaching industry. || In a recent national HR survey I was ranked in top 5 business team builders of Russia in the decade of 2004-2014. || As a coaching and consulting practitioner, my focus is on supporting Leaders and Executive Teams to meet executive challenges including situations of transition (corporate and/or personal). || I author over 200 articles and books on management development, coaching, corporate training, facilitation and group work, teaching/training methods.
Ethical standards are not included in the description of professions, suggested by the Ministry o... more Ethical standards are not included in the description of professions, suggested by the Ministry of Labor of Russian Federation. However, in the worldwide coaching practice the Code of Ethics of coaching professional bodies regulates professional activities. Professional ethics is the essential foundation for professional coaching activities: ethical rules governing the position of coach in working with clients, coaching interaction with customers, professional community and society in general. The approach taken by the Working Group is that Ethical Norms are recommended as a basis for formulating Ethical codes of professional coaching bodies in Russian Federation. Norms of ethics are included in Professional Standard “Coach” as one of the appendices.
Отечественная и зарубежная педагогика №3 (84) Т.1 2022 , 2022
Рассмотрены вызовы, которые стоят перед развитием дидактики в условиях современной корпоративной ... more Рассмотрены вызовы, которые стоят перед развитием дидактики в условиях современной корпоративной образовательной практики: вызовы полисубъектности, «некогнитивных» видов образовательного опыта, связности и сложностности дидактической теории. Опора на целостный опыт, «живое знание» принципиальны для воспитательного потенциала практик корпоративного образования. Образовательные инновации рассмотрены как становление и развитие культурных образцов в образовании. Инновационные практики корпоративного образования недостаточно исследованы с позиций дидактического знания, в то время как они представляют собой поле для расширения проблематики дидактических исследований. Это поле включает «растворенные» формы образования, а также анализ новых феноменов и понятий. Выделены несколько типов ситуаций корпоративного образования, в которых развиваются инновационные образовательные практики. К ним относятся ситуации «порядка» (когда процессы зафиксированы в правилах), ситуации «упорядоченности» (когда процессы упорядочены, но происходят по сложным правилам), ситуации «высокой сложности», когда число и изменчивость значимых факторов принципиально превышает возможности анализа, ситуации «хаоса/неупорядоченности», где нет устоявшихся практик, которые можно фиксировать; их необходимо создавать и стабилизировать, выходя из ситуации неопределенности. Многоукладность образования определит важную черту дидактики XXI века — ее вариативность — применительно к разнотипным образовательным ситуациям и практикам. Инновационные практики корпоративного образования — важная составляющая перспективных дидактических исследований XXI века.
The concept of “competencies” is not in the format of Professional standards specified by the Min... more The concept of “competencies” is not in the format of Professional standards specified by the Ministry of Labor of the Russian Federation. Appropriate template and procedure descriptions profession includes the concept of “General Work Functions”, “Work Functions”, “Knowledge”, “Skills” and “Work Actions”. However, in the international, as well as in Russian coachingpractice the concept of competency is widely used. Competencies serve a foundation of coaching supervision and certification of members of professional bodies and accreditation of coach training programs. Competencies, describing the structure and content of professional coaching, arewidely known in the context of international professional standards of coaching performance. Introduction of competencies into the Standard is intended to make professional standard clearer to HR professionals, coaches and coaching clients and customers, as well as to ensure compatibility with the professional coaching practice all over the ...
The Paper illustrates the practical applications of professional standard “Coach”. The purpose of... more The Paper illustrates the practical applications of professional standard “Coach”. The purpose of this paper is to describe how guidelines of the professional standard, created in 2013 influence the efficiency of coaching. The case presents an example of working with resistance, which is typical in the context of corporate coaching. The paradox of the case situation is that coaching work with the client starts before the formal beginning of the coaching program. Coach’s attitude to resistanceis explored. Attitude-1 is detecting resistance to fight with and to overcome. Attitude-2 issensing resistance, and treating it as a natural component of coach-client interaction. In the story presented here the coach took a "non-formal" approach to the Client’s request about delaying the first meeting, yet making the client responsible for this decision. Accepting attitude expressed by the coach was intertwined with her attention to both the client’s concern, and the frame of the coac...
Since January 2014, the Working Group on the development of professional standard “Coach” with th... more Since January 2014, the Working Group on the development of professional standard “Coach” with the support of the Agency for Strategic Initiatives (ASI) has taken the initiative: to test the proposed professional standard in real coaching work. Activities were designed as a series of public professional weekly evening meetings during which invited coaches would run a half-hour coaching demo sessions followed by the supervisory analysis and discussion in the context of a professional standard. The purpose of the events was: 1) agree on the application of professional standards and implement using the proposed Professional Standard “Coach” to the real practice of coaching; 2) to promote supervision as included in the proposed Professional Standard. By Summer 2014 there were 18 meetings held. This section contains a number of impressions of the coaches about their experiences of supervised coaching work and discussing it against the background of the proposed professional standard “Coa...
The article presents an analysis of educational theory in light of the challenges confronting edu... more The article presents an analysis of educational theory in light of the challenges confronting education in the twenty-first century. The author examines how our ideas about the methods for managing the transmission of culture, the subject of education, and the consequences of these changes for the theory of education have changed. The author reviews the challenges to general educational theory: multiculturalism, decentralized management of the content of the transmitted cultural experience, the holistic alignment of educational outcomes, the new subject orientation, the new context of education, changing teacher roles, and professional teacher training. Special attention is given to research into innovations in continuing education around the world (including in Russia and the Commonwealth of Independent States [CIS]) and the paradoxes of these approaches, which are responsible for the development of a new theory of continuing education.
The paper analyzes challenges of modern society affecting changes in education that determines th... more The paper analyzes challenges of modern society affecting changes in education that determines the current directions of didactics development. The authors establish that in didactics there are: 1) expansion of the set of objects studied by didactics (the study of general secondary education is supplemented by the study of higher, corporate, family education, education of students with different educational needs), consideration of the learning process in the context of digitalization; 2) the development of methodological approaches to didactic research (activation of empirical research, an increase in the role of research methods of the humanities in didactics, setting the task of developing evidence-based learning research); 3) activation of interdisciplinary research in education (consideration of didactic objects from the standpoint of related sciences - didactics, psychology, cognitive science, sociology). The paper consideres conceptual provisions in the development of didacti...
The paper is written as the background for the development of National Standard of Coaching Profe... more The paper is written as the background for the development of National Standard of Coaching Profession in Russian Federation. The social and professional context for development of 'Coach' professional standard are outlined. Major themes of the standard are presented.
The article provides a detailed description of coaching as a form of human development and profes... more The article provides a detailed description of coaching as a form of human development and professional activities. The article is written in the context of developing professional standards of coaching in the Russian Federation.
... Mikhail Vladimirovich Klarin holds a candidate's degree in pedagogical sciences detskogo... more ... Mikhail Vladimirovich Klarin holds a candidate's degree in pedagogical sciences detskogo filosofstvovaniia, Voprosyfilosofii ... a dream is because in a dream people wouldn't go around asking ... the twin characters Tweedledum and Tweedledee attempt to convince Alice that both ...
Ethical standards are not included in the description of professions, suggested by the Ministry o... more Ethical standards are not included in the description of professions, suggested by the Ministry of Labor of Russian Federation. However, in the worldwide coaching practice the Code of Ethics of coaching professional bodies regulates professional activities. Professional ethics is the essential foundation for professional coaching activities: ethical rules governing the position of coach in working with clients, coaching interaction with customers, professional community and society in general. The approach taken by the Working Group is that Ethical Norms are recommended as a basis for formulating Ethical codes of professional coaching bodies in Russian Federation. Norms of ethics are included in Professional Standard “Coach” as one of the appendices.
Отечественная и зарубежная педагогика №3 (84) Т.1 2022 , 2022
Рассмотрены вызовы, которые стоят перед развитием дидактики в условиях современной корпоративной ... more Рассмотрены вызовы, которые стоят перед развитием дидактики в условиях современной корпоративной образовательной практики: вызовы полисубъектности, «некогнитивных» видов образовательного опыта, связности и сложностности дидактической теории. Опора на целостный опыт, «живое знание» принципиальны для воспитательного потенциала практик корпоративного образования. Образовательные инновации рассмотрены как становление и развитие культурных образцов в образовании. Инновационные практики корпоративного образования недостаточно исследованы с позиций дидактического знания, в то время как они представляют собой поле для расширения проблематики дидактических исследований. Это поле включает «растворенные» формы образования, а также анализ новых феноменов и понятий. Выделены несколько типов ситуаций корпоративного образования, в которых развиваются инновационные образовательные практики. К ним относятся ситуации «порядка» (когда процессы зафиксированы в правилах), ситуации «упорядоченности» (когда процессы упорядочены, но происходят по сложным правилам), ситуации «высокой сложности», когда число и изменчивость значимых факторов принципиально превышает возможности анализа, ситуации «хаоса/неупорядоченности», где нет устоявшихся практик, которые можно фиксировать; их необходимо создавать и стабилизировать, выходя из ситуации неопределенности. Многоукладность образования определит важную черту дидактики XXI века — ее вариативность — применительно к разнотипным образовательным ситуациям и практикам. Инновационные практики корпоративного образования — важная составляющая перспективных дидактических исследований XXI века.
The concept of “competencies” is not in the format of Professional standards specified by the Min... more The concept of “competencies” is not in the format of Professional standards specified by the Ministry of Labor of the Russian Federation. Appropriate template and procedure descriptions profession includes the concept of “General Work Functions”, “Work Functions”, “Knowledge”, “Skills” and “Work Actions”. However, in the international, as well as in Russian coachingpractice the concept of competency is widely used. Competencies serve a foundation of coaching supervision and certification of members of professional bodies and accreditation of coach training programs. Competencies, describing the structure and content of professional coaching, arewidely known in the context of international professional standards of coaching performance. Introduction of competencies into the Standard is intended to make professional standard clearer to HR professionals, coaches and coaching clients and customers, as well as to ensure compatibility with the professional coaching practice all over the ...
The Paper illustrates the practical applications of professional standard “Coach”. The purpose of... more The Paper illustrates the practical applications of professional standard “Coach”. The purpose of this paper is to describe how guidelines of the professional standard, created in 2013 influence the efficiency of coaching. The case presents an example of working with resistance, which is typical in the context of corporate coaching. The paradox of the case situation is that coaching work with the client starts before the formal beginning of the coaching program. Coach’s attitude to resistanceis explored. Attitude-1 is detecting resistance to fight with and to overcome. Attitude-2 issensing resistance, and treating it as a natural component of coach-client interaction. In the story presented here the coach took a "non-formal" approach to the Client’s request about delaying the first meeting, yet making the client responsible for this decision. Accepting attitude expressed by the coach was intertwined with her attention to both the client’s concern, and the frame of the coac...
Since January 2014, the Working Group on the development of professional standard “Coach” with th... more Since January 2014, the Working Group on the development of professional standard “Coach” with the support of the Agency for Strategic Initiatives (ASI) has taken the initiative: to test the proposed professional standard in real coaching work. Activities were designed as a series of public professional weekly evening meetings during which invited coaches would run a half-hour coaching demo sessions followed by the supervisory analysis and discussion in the context of a professional standard. The purpose of the events was: 1) agree on the application of professional standards and implement using the proposed Professional Standard “Coach” to the real practice of coaching; 2) to promote supervision as included in the proposed Professional Standard. By Summer 2014 there were 18 meetings held. This section contains a number of impressions of the coaches about their experiences of supervised coaching work and discussing it against the background of the proposed professional standard “Coa...
The article presents an analysis of educational theory in light of the challenges confronting edu... more The article presents an analysis of educational theory in light of the challenges confronting education in the twenty-first century. The author examines how our ideas about the methods for managing the transmission of culture, the subject of education, and the consequences of these changes for the theory of education have changed. The author reviews the challenges to general educational theory: multiculturalism, decentralized management of the content of the transmitted cultural experience, the holistic alignment of educational outcomes, the new subject orientation, the new context of education, changing teacher roles, and professional teacher training. Special attention is given to research into innovations in continuing education around the world (including in Russia and the Commonwealth of Independent States [CIS]) and the paradoxes of these approaches, which are responsible for the development of a new theory of continuing education.
The paper analyzes challenges of modern society affecting changes in education that determines th... more The paper analyzes challenges of modern society affecting changes in education that determines the current directions of didactics development. The authors establish that in didactics there are: 1) expansion of the set of objects studied by didactics (the study of general secondary education is supplemented by the study of higher, corporate, family education, education of students with different educational needs), consideration of the learning process in the context of digitalization; 2) the development of methodological approaches to didactic research (activation of empirical research, an increase in the role of research methods of the humanities in didactics, setting the task of developing evidence-based learning research); 3) activation of interdisciplinary research in education (consideration of didactic objects from the standpoint of related sciences - didactics, psychology, cognitive science, sociology). The paper consideres conceptual provisions in the development of didacti...
The paper is written as the background for the development of National Standard of Coaching Profe... more The paper is written as the background for the development of National Standard of Coaching Profession in Russian Federation. The social and professional context for development of 'Coach' professional standard are outlined. Major themes of the standard are presented.
The article provides a detailed description of coaching as a form of human development and profes... more The article provides a detailed description of coaching as a form of human development and professional activities. The article is written in the context of developing professional standards of coaching in the Russian Federation.
... Mikhail Vladimirovich Klarin holds a candidate's degree in pedagogical sciences detskogo... more ... Mikhail Vladimirovich Klarin holds a candidate's degree in pedagogical sciences detskogo filosofstvovaniia, Voprosyfilosofii ... a dream is because in a dream people wouldn't go around asking ... the twin characters Tweedledum and Tweedledee attempt to convince Alice that both ...
Rendez-vous — назначенная встреча. Книга написана по следам
диалогов автора с теми, кого в делово... more Rendez-vous — назначенная встреча. Книга написана по следам диалогов автора с теми, кого в деловой среде называют «первыми лицами». Акционеры, бизнес-партнеры, топ-менеджеры, предприниматели, члены бизнес-семей — именно они принимают ключевые решения, определяют развитие масштабных проектов, организаций, отраслей, предприятий, бизнесов. Диалоги высвечивают скрытые события, узлы напряжения в организационных, семейных и бизнес-системах. Перед нами истории о том, как люди, которые ставят важные цели и проводят изменения, сталкиваются с внутренними вызовами, стереотипами и привычками, с самими собой. Книга адресована собственникам бизнеса, топ-менеджерам, руководителям высшего звена и всем, кого интересуют психология управления, проблемы выбора в драматичных ситуациях бизнеса и жизни.
Научно-практическое пособие для подготовки и повышения квалификации в сфере обучения и развития, ... more Научно-практическое пособие для подготовки и повышения квалификации в сфере обучения и развития, корпоративного образования, развития руководящих кадров.
Книга написана на основе исследований, обобщает современный опыт обучения и развития в российских и международных компаниях, включая организации — лидеры своих отраслей.
Автор — известный исследователь и одновременно практик в области обучения и развития в организациях.
This book is designed as an easy-to-read text on basic corporate L&D formats. It introduces both students current L&D experts, and managers to using training, learning by doing, mentoring, and coaching.
Alphabet-based entries make reading fluent and easy.
Summary.
This worldwide study scans innovative developments in educational theory and practice ... more Summary.
This worldwide study scans innovative developments in educational theory and practice of the 20th and 21st centuries.
Some innovations are internationally known, e.g., “synectics”, educational taxonomies, mastery learning, flipped classroom, simulations, “serious games”, action learning, CDIO, etc.
Some innovations are unprecedented avante-gurde Soviet/Russian developments, e. g. Shatalov’s system of instruction, TRIZ-education, Systemic Thinking Methodology of Educational Design, “Collective Method of Learning”, and post-Vygotskian developments, such as instruction based on “Stage-by-Stage Formation of Mental Actions”, “School of Dialogue of Cultures”, “Educational Extremity”, and “Developmental Education”.
The book challenges educators’ instrumental thinking and pragmatic action in the classrooms.
Бизнес-моделирование: увидеть скрытое в настоящем, заглянуть в будущее, 2023
Картина будущего всегда интересует человека, но в турбулентные времена нам особенно остро хочется... more Картина будущего всегда интересует человека, но в турбулентные времена нам особенно остро хочется понять, как будут развиваться события. Особенно актуальны вопросы прогнозирования, когда принятие решений — это игра с высокой ценой успехов и рисков, взлетов или провалов в личной и профессиональной жизни, подъема бизнес- или социального проекта или его краха. В таких случаях стоит обращаться не только к классическим рациональным методам работы с будущим, но и использовать другие инструменты. Cтатья описывает авторский метод моделирования ситуаций и процессов в организациях, бизнесе, социуме.
Uploads
Выделены несколько типов ситуаций корпоративного образования, в которых развиваются инновационные образовательные практики. К ним относятся ситуации «порядка» (когда процессы зафиксированы в правилах), ситуации «упорядоченности» (когда процессы упорядочены, но происходят по сложным правилам), ситуации «высокой сложности», когда число и изменчивость значимых факторов принципиально превышает возможности анализа, ситуации «хаоса/неупорядоченности», где нет устоявшихся практик, которые можно фиксировать; их необходимо создавать и стабилизировать, выходя из ситуации неопределенности.
Многоукладность образования определит важную черту дидактики XXI века — ее вариативность — применительно к разнотипным образовательным ситуациям и практикам. Инновационные практики корпоративного образования — важная составляющая перспективных дидактических исследований XXI века.
Выделены несколько типов ситуаций корпоративного образования, в которых развиваются инновационные образовательные практики. К ним относятся ситуации «порядка» (когда процессы зафиксированы в правилах), ситуации «упорядоченности» (когда процессы упорядочены, но происходят по сложным правилам), ситуации «высокой сложности», когда число и изменчивость значимых факторов принципиально превышает возможности анализа, ситуации «хаоса/неупорядоченности», где нет устоявшихся практик, которые можно фиксировать; их необходимо создавать и стабилизировать, выходя из ситуации неопределенности.
Многоукладность образования определит важную черту дидактики XXI века — ее вариативность — применительно к разнотипным образовательным ситуациям и практикам. Инновационные практики корпоративного образования — важная составляющая перспективных дидактических исследований XXI века.
диалогов автора с теми, кого в деловой среде называют «первыми лицами». Акционеры, бизнес-партнеры, топ-менеджеры, предприниматели, члены бизнес-семей — именно они принимают ключевые решения, определяют развитие масштабных проектов, организаций, отраслей,
предприятий, бизнесов.
Диалоги высвечивают скрытые события, узлы напряжения в организационных, семейных и бизнес-системах. Перед нами истории о том, как люди, которые ставят важные цели и проводят изменения, сталкиваются с внутренними вызовами, стереотипами и привычками, с самими собой.
Книга адресована собственникам бизнеса, топ-менеджерам, руководителям высшего звена и всем, кого интересуют психология управления, проблемы выбора в драматичных ситуациях бизнеса и жизни.
Книга написана на основе исследований, обобщает современный опыт обучения и развития в российских и международных компаниях, включая организации — лидеры своих отраслей.
Автор — известный исследователь и одновременно практик в области обучения и развития в организациях.
This book is designed as an easy-to-read text on basic corporate L&D formats. It introduces both students current L&D experts, and managers to using training, learning by doing, mentoring, and coaching.
Alphabet-based entries make reading fluent and easy.
This worldwide study scans innovative developments in educational theory and practice of the 20th and 21st centuries.
Some innovations are internationally known, e.g., “synectics”, educational taxonomies, mastery learning, flipped classroom, simulations, “serious games”, action learning, CDIO, etc.
Some innovations are unprecedented avante-gurde Soviet/Russian developments, e. g. Shatalov’s system of instruction, TRIZ-education, Systemic Thinking Methodology of Educational Design, “Collective Method of Learning”, and post-Vygotskian developments, such as instruction based on “Stage-by-Stage Formation of Mental Actions”, “School of Dialogue of Cultures”, “Educational Extremity”, and “Developmental Education”.
The book challenges educators’ instrumental thinking and pragmatic
action in the classrooms.