This article constitutes the personal refections of a coach on the place of coaching in the contemporary world, where changes are the result of technological progress as well as the development of ideas and socio-political systems. The author uses the essence of coaching as a starting point. He deliberates on whether coaching is a process that is isolated from the rest, of which the aim is to achieve changes in the sphere of one particular goal (task, action); or whether it is a comprehensive (holistic, systemic) process of which the aim is a qualitative change. By way of describing the elements of coaching, the author indicates the possible spheres of practical application. He also puts forward the following question: is coaching supposed to serve people as autonomous entities or is it supposed to serve organizations that realize economic, social or political goals?

The article shows the influence of socio-economic determinants on professional counseling and coaching. It demonstrates how the changes of the economic system enforce changes in the working methods of professional counselors and coaches. Globalization, the economic crisis, the extension of the labor markets on the one hand and the decrease in the number of employment opportunities on the other hand, and the need to make professional choices with every step of development of the professional career cause traditional counseling to evolve more towards job and career coaching. The present-day labor market needs workers that know their professional inclinations, resources, competencies and know how to use them in the benefit of the organization.

This paper provides an overview on the development of a coaching culture. It focuses on the best practices that are developing within the US and the European Union and presents a five stage model for the development of a coaching culture within organizations. Me five stages are: Informal External Coaching, Professional External coaching, Coaching for A ll, Coaching as a Management Style and Coaching Across the Network. Me article suggests that many organizations have aspirations to build a coaching culture, but a large number of them are currently at level one, two or three a long this journey.

Me article encourages mak ing use of the scienti&c k nowledge from developmental psycholog y. It replies to the thesis that coaching needs areliable theor y based on scientific research for achiev ing higher professionalism. A s there is such athing as coaching psycholog y, its scientific basis can easily be adult developmental psychology. It is based on the concept of the human life track. Me end of development is not (as it cannot be) childhood or adolescence. According to the human life track concept humans also develop throughout their adult life. Mere are indicatorsof this development, conditions for supporting it and even developmental task per-formance, which lets one achieve wellbeing, or even personal and professional happiness.

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.

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.

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.

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.