The practice of coaching, as one of the methods of developing human potential, is characterized with a great deal of variety or even arbitrariness. This is why every precise definition of coaching is always incomplete, because it does not (and even should not) take into consideration all the facets of the coaching practice, as well as highly specialized, because it describes in detail only one aspect (or some aspects) of the coaching practice and distinguishes it (them) from others. However, the incompleteness and specialization of any precise definition of coaching is not a flaw, but a virtue. It enables to see coaching not from a descriptive viewpoint, which tries to describe common features of all the approaches to coaching, including the ones that are based on mistaken premises, but from a normative viewpoint, which proposes theoretically sound, verified in practice and therefore popularize-worthy approaches to coaching. One of these approaches is an evidence-based approach, which is a basis for the dynamic development of all professions that involve helping other people, including psychologists, psychotherapists and coaches. The article describes interpersonal skills coaching as an example of the evidence-based approach to the coaching practice.

The article presents some skills, areas and approaches commonly used by coaches in different coaching models to affect their clients. Selected parts are compared with mechanisms described by social psychology. It is shown how the coaching process has a positive influence on achieving the defined goals and objectives, and how this efficiency can be explained based on psychological mechanisms and concepts.

The article attempts to discover the dilemmas of coaching as a management tool by managers of distribution. It shows the richness subdiscipline Organizational Behaviour, little exposed on the Polish market development and training and its role in complementing competencies coaching sales managers. Emphasizes the link between the use of coaching techniques for managers, organizational behaviour and rituals. The intention to implement this article is to identify areas of organizational behaviour as that coach should explore, especially in managerial coaching.

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.

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.