Personal and professional development needs crossing the status quo. Self-development activity should be more intense in open-minded people. Such people can be called „proinnovative”, becasue they are willing to introduce changes, sometimes even radical, in their lives. le article describes Proinnovativeness as a personality trait and presents the P-12 questionnaire as a tool to assess this trait. Implications of Proinnovativeness for career coaching are discussed.

The article presents how competence management in organization contributes to the effective functioning of the modern enterprise. Coaching with its multiplicity and complexity used as a tool for human resources development can bring many benefits into competency management. According to the author it is possible to find convergence in certain areas that coaching and competence management are described in the article.

The article is a theoretical introduction to further empirical studies planned by the authors. Its aim is to review the theoretical assumptions concerning the concept of self-leadership as a basis for an integrated, holistic management paradigm, manifested among others in coaching management style. One of the concepts referred to by the authors is Spiral dynamics by Graves, which assumes continuous development of self-consciousness of man and of humanity as a collective community, which is reflected also in management.

This publication focuses on a role of motivation in one’s life, regarding both aspects: professional as well as private ones. The author indicates, that each person is motivated differently, and what may be an individual motivator. For her analyse, she uses tool of “Reiss Motivation Profile®”, which is based on 16 basic life moti­vator. The article covers also several examples of use of the tool within organiza­tions.

Educational paradigm, as a part of thinking about lifelong education, is permanently inscribed in the reality of current education. More and more excellent methods to support individuals’ development are being sought. This article is an in-depth reflection on the coaching practice area. It is based on the analysis within a case study method. Besides its aim is careful explanation and description of professional competences development process. The outcomes draw the individual’s transformation process according to the concept of “becoming” and process of constructing a new definition of self, which is accessible in three steps.

This paper explores the Mental Toughness model in a coaching process. Mental Toughness, a narrow personality trait, recently emerged as a significant factor in defining and measuring individual’s mind-set and attitude. Authors argue that one of the key elements contributing to building successful coaching rapport with a coachee as well as to set a coachee onto a coaching journey is to understand the mental toughness level of the client. This paper will also explain what Mental Toughness is and its applications to all walks of life.

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.

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 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.

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.