Adoption of Team Coaching Competencies for Innovative Translation and Foreign Language Instruction: Polylingual and Polycultural Dimensions in Higher Education

The contemporary world is subject to waves of highly rated turbulences and demand volatility in the market of educational services. In the recent decades, Ukraine as a developing state has witnessed varied response from educators, students, observers, bloggers as to the content and quality of education. The paper aims to elaborate the surface scratching recommendations for the development of an educational policy, which may be eligible for adoption at universities, endorsing modernisation of content and structure of higher education inside and outside Ukraine by means of developing, growing and applying coaching mind-set for teaching and learning processes. First, this refers to growing efficiency in communication models by foreign language (FL) teachers (irrespective of the field) and foreign language instructors (teaching foreign languages, languages for specific purposes in foreign languages, and translation) in giving lectures and moderating polycultural and polylingual classes. Second, it links to fostering culturological, axiological, intercommunicative values for polycultural communication in various languages, if applicable, between the teacher and the student and vice versa, the teacher and the teacher, the student and the student, etc. Team coaching may be treated one of the fastest growing disciplines in the coaching profession; and for the higher education, it is becoming increasingly important Team coaching competencies as hard skill of a modern FL / LSP teacher may enable a U-turn in the educational market as viewed in the light of demotivated students, losing interest in an academic degree, or gaining qualifications within the university walls. Team coaching defined as partnering in a co-creative and reflective process with a team (class) on its dynamics and relationships in a way that inspires them to maximize their abilities and potential in order to reach their common purpose and shared goals, may well fit into class instruction of the modern era.

A competency framework for coaches working in coaching development centres

Orientation: Globalisation and the new world of work has changed the labour market, resulting in highly complex, volatile and dynamic environments. Organisations are dependent on highly skilled human capital to not only survive but also thrive. Selecting and developing talent is thus becoming a business necessity. Assessment centres (ACs) and development assessment centres (DACs) have become popular tools to manage talent because of the successful outcomes it provides. In recent years, there has been a noticeable increase in the awareness of the benefits that coaching can offer in the AC environment as well as the development of coaching development centres (CDCs). However, research on CDCs is still limited. For CDCs to provide the same rigorous results as ACs and ADCs, a well-defined competency framework is needed for coaches working in a CDC.Research purpose: The aim of this study was to explore the required competencies and formulate a competency framework for coaches working in a CDC.Motivation for the study: Coaching, which is at the heart of coaching practices such as executive coaching, one-on-one coaching, team coaching and CDCs, requires a clear set of coaching competencies to ensure that it deliver its mandate to its clients: individuals, organisations and the profession. Coaches in a CDC environment work in a different context and require different competencies. A competency framework for CDC specifically is therefore needed.Research approach/design and method: Adopting a qualitative methodology, a self-completed questionnaire was administered to eight participants, followed by a semi-structured interview. Lastly, the competency framework was verified by an expert panel of five experts using the Delphi technique.Main findings: A final competency framework consisting of 25 competencies, of which 14 are considered as core competencies, was validated.Practical/managerial implications: The study contributes to the understanding of the unique behavioural demands associated with coaches operating in the context of a CDC. It provides a conceptual and practical framework of what competencies are needed to work successfully and effectively as a coach in a CDC, and ultimately enhance the effectiveness of a CDC.Contribution/value-add: Utilising this framework in practice will enable us to use candidates best suited to the role of a coach at a CDC, and will enhance the overall success of such centres.

Noncomputerised Circadian Interventions for Improving Working Memory Performance among Children

Working Memory provides a mental workspace for tasks requiring both processing and storage. Working memory is a cognitive system whose essential function is to facilitate and beautify the potential of encoding, storage, and retrieval functions that are imperative for gaining knowledge and processing of facts. It has been prompted that various mediations applied within day-to-day contexts of children have the potential to improve working memory and generate transfer to real-world skills, anyway little is known about the effectiveness of these interventions among children. This review focuses to detect deliberately the adequacy of intervention or interventional package on working memory performance of children to identify their effects on Working Memory, advantages extended to near-and far-transfer capability of interventions, and gains sustained overtime and dosage of it. Literature searches were conducted across 10 electronic data bases using consistent keywords. Papers were screened by title and abstract (n=964) and judged against predefined eligibility criteria (n=63). Eighteen papers were included in the appraisal. Different working memory interventional approaches were included such as adapting the surroundings to decrease working memory loads; direct working memory training with and without tactics mandate and coaching competencies which circuitously effect on working memory (athletics, lexical apprehension, astonishing man-made play, and self-possession). Both direct training on working memory undertakings and rehearsing certain abilities that may likewise affect randomly on working memory which delivered refinement on working memory errands. Hardly, any research articulated dosage impact, estimated outlying shift of outcomes (n=4), or tried the solidness of valid statements after added time (n=4). The absence of an unmistakable hypothetical structure brought about uncertain forecasts about instructing and switch impacts. Methodological difficulties likewise compel the intensity of the proof, including: small-scale sample sizes; oversight of blinding of members and result assessors; and shortfall of active control group