COACHING AS PSYCHOTECHNOLOGY NON-MANIPULATIVE SOCIAL ENGINEERING IN PROFESSIONAL AND GAMING ENVIRONMENTS

Abstract

The article analyzes the phenomenon of social engineering as a modern socio-psychological meta-technology of non-manipulative management. The main aspects, directions and possibilities of implementing social engineering in various types of modern business, professional and game environments are shown. The manipulative and non-manipulative (ecological, human-centered) aspects of social engineering are analyzed in detail. The main features of non-manipulative social engineering are identified as ecological, humanistic centeredness and subject-subject orientation of communication, and it is shown that precisely these signs are a priori inherent in the methodology, method and technology of coaching. Coaching is considered as a multifunctional tool of non-manipulative social engineering, suitable for use in modern business environments, in particular for improving the professional qualifications of managers and staff, the basis of which is dialogue as a way of exchanging information on a subject-subject basis. The main directions, advantages and limitations of the coaching method in the conditions of individual, group and team work are shown. The connections of coaching with such methods of socio-psychological influence as mediation, facilitation, mentoring, counseling and training (including training with the wide application of game technologies based on gamification) were analyzed. Attention is focused on the important role of the so-called "human factor" in the process of coach-management of professional environments. It is shown that, in view of the natural "game essence" of a person, the most actively named factor, as well as his personal and professional abilities, are activated and revealed in the process of game activity. It is also shown that the transformation of business professional environments into gaming environments can be extremely productive in business, especially when it comes to solving problematic and educational tasks and the professional, intellectual and personal growth of participants in such gamified environments.