Ethics form the very foundation of professional coaching. In order to become a recognized profession, not only does coaching need a set of professional standards, definitions or a credentialing system, but also strong ethical guidelines. Coaches need to draw upon a number of factors to ensure the highest quality of their services: their thorough awareness of ethics in coaching, their ethical sensitivity, as well as their understanding of and commitment to professional ethics.
Authors present their findings from the observation of multiple supervision sessions for coaches at different levels of coaching practice. It transpires that, depending on their level of professional advancement and proficiency, coaches’ needs – in terms of the type and style of supervision – vary. The process may require the supervisor to take on the role of a teacher, a mentor or a coach. Authors conclude that the flexibility of communication and the ability to evaluate the supervisee’s pro fessional advancement and needs, and to adjust the supervision style accordingly, are the crucial skills of the coaching supervisor.
The main objective of this article is to broaden the knowledge of professional coaches with certain aspects of clinical psychology. The focus is on those symptoms demonstrated by patients, which could be the early warning signs of mental illness or problems when psychiatric or psychological help is necessary. Professional Coaches have a responsibility to distinguish their services from therapy, because they are not legally sanctioned and not allowed to offer therapy. Coaching does not focus on dysfunction, diagnosis, symptoms or the past, and that is the reason, why these topics are not included in the curriculum preparing one for this profession. But an ethical coach should observe when a client needs a therapy instead of, or in addition to, coaching and will recommend accordingly. As well as a good therapist, could observe when a client is ready to take greater responsibility for their own life and recommend coaching. This article will argue the significance and importance of aforesaid awareness and expertise, which will allow professional coaches will be able to recognize whether a client would benefit from coaching or should seek guidance from other specialists. For this reason, in this article the Global Assessment of Functioning (GAF) is presented and discussed, as well as the characteristics behind the concept of psychological diagnosis.
The article presents the results of research on innovation competencies, defined as those conducive to the implementation of organizational innovations, along with different methods of developing these competencies. In the course of the research, seven structured interviews were conducted with managers in multinational companies operating on the Polish market. The aim of the study is articulated in the form of three research questions:
1. What competencies are crucial for fostering organizational innovation?
2. Which development methods are most frequently applied by businesses
in order to improve innovation competencies?
3. How could coaching tools contribute to fostering innovation competencies?
When confronted with the first question, respondents referred to the various components of competencies: knowledge, skills and attitudes. Many of them mentioned the following: cooperation; openness to the new and to change; involvement; proactivity. The following attitudes were identified by more than one person as crucial for the implementation of organizational innovation: responsibility (for one’s work), courage (to take up new tasks), openness (to change and to new solutions), outcome orientation, commitment and reativity.
In response to the second question, companies listed a variety of methods that they had applied to improve those competencies. The majority of the surveyed firms implemented numerous development measures on their own, i.e. staff meetings with senior managers use coaching tools to motivate employees to look for new olutions. Training and coaching sessions with external service providers have also been organized.
When answering the third question, the majority of respondents stressed the usefulness of coaching, both in improving innovation competencies and in developing or implementing innovative solutions. Many managers use coaching tools to encourage employees to seek innovative solutions. Another factor conductive to the use of coaching tools by managers is the organizational culture. The research is a pilot project and a starting point for quantitative research.
The aim is to examine how the level of consciousness of an individual determines his/her motivation for personal development. In the first part of the paper, authors present the concept of the Map of Consciousness created by the American psychiatrist and researcher David R. Hawkins. In the second part, they discuss how the model can be applied to coaching practice, allowing the coach to fully support the coachee not only in fulfilling his/her development needs stemming from his/her current level of consciousness, but also in reaching subsequent levels of self-improvement.
The aim of the paper is to discuss methods of finding inner motivation that allows the coach, who has constant access to his/her resources, to support the coachee in the process of attaining the set goal. Authors have recourse to a metaphor: the coaching process is compared to a journey between the coachee’s current place and the place he/she wishes to reach, i.e. the goal of the coaching process. Furthermore, the word “journey” refers to the etymology of the word motivation – movere (to move).
The author looks at the coach throughout the prism of two psychological variables: personality and wellbeing. For many years, personality has been one of the subjects of the debate on professional efficiency, whereas wellbeing is both a notion explored by positive psychology and an important area of interest for coaching. As the coach is one of the two parties of the coaching process, the paper presents a theoretical discussion on the existence of personality traits that predispose a person to the coaching profession. In other words, the author strives to ascertain whether the personality traits and the wellbeing of the coach contribute to coaching being a positive activity and an effective method of influence.
Behavioural sciences – describing and explaining human behaviour – can and should add more value to the practice of innovation management. The term “behawioryka” has been coined by the author of the paper to emphasize practical implications of behavioural sciences for the management of innovative projects. Behawioryka does not strive to describe scientific experiments or their findings. Its aim consists in formulating practical tips, principles and tools for start-up leaders, in order to facilitate the management of their ventures, which are high-risk and unique projects with a great market potential. The article outlines the foundations of behawioryka and mentoring as an optimal method of application of its principles in the process of working with start-up leaders.
The main aim of the paper is to present mentoring as a method supporting personal and professional development of an individual. The author discusses various aspects of mentoring and attempts to define the essence of mentoring. Benefits for all parties involved in the process – mentees, mentors and organisations – are examined. Success factors of mentoring programmes are identified, as well as any aspects that may lead to its failure.
Drawing from the larger BuDo-Way program, this article focuses on the application of the program as part of a coaching framework relevant for any human being and, specifically, for our youth, as we are charged with the great task and duty of shaping the identity and personality of the young generation, giving them tools for life, and thus creating a better society of the future. The BuDo-Way program lends itself in a natural way to implementation in a school, college or university environment, as it requires nothing but a regular classroom and provides exciting, and at times high-energy learning experience much appreciated by children, teenagers and students, who often have a short attention span and a need for action. The program’s full name – “Personal Leadership the BuDo-Way”, indicates that one should first acquire certain core (personal) skills before one is able to lead others. The uniqueness of this program is implied in its name – the “BuDo-Way” – referring to the knowledge and wisdom of Japanese martial arts and Buddhism, accumulated over many centuries, and enabling participants to acquire relevant and applicable life tools.