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Research demonstrates that mentorship can significantly improve career success, career satisfaction, and persistence for underrepresented (UR) minority faculty. However, many UR faculty members do not receive the mentorship they need, nor do mentors always possess the range of skills required to guide UR mentees through the unique challenges they face. We developed a 1-year fellowship training program, PROMISED, designed to help mentors promote career self-authorship and leadership among their UR mentees. PROMISED fellows participated in a two-day in-person training to develop career coaching skills, followed by a series of one-month leadership training/mentoring modules. We assessed mentors’ skills at the start and completion of the program. We found that PROMISED fellows reported an increase in perceived skill level in nearly every training topic, with “addressing diversity” demonstrating the most significant change. These results provide evidence that career coaching and leadership training offer an effective supplement to traditional mentor training and that mentors can incorporate these skills effectively into their mentoring practice. Taken together, we believe our data suggest that a program designed to train mentors in coaching and leadership can enhance career satisfaction, persistence, and retention of their UR mentees.

Kozielska Joanna, Perspektywy i nowe rozwiązania w doradztwie zawodowym. Coaching jako narzedzie pracy doradcow zawodowych w kontekście idei lifelong learningu (Perspectives and New Solu- tions in Guidance Counseling. Coaching as a Tool of Guidance Counselors Work in the Context of the Idea of Lifelong Learning). Studia Edukacyjne nr 37, 2015, Poznan 2015, pp. 169-192. Adam Mickiewicz University Press. ISBN 978-83-232-2967-4. ISSN 1233-6688. DOI: 10.14746/se.2015.37.11 The requirement of lifelong learning has become a feature of our times, to the indeterminate nature, volatility and the need to respond to changing living conditions. Career models (Multi-vectored unstable), so different than those before the transformation period, indicate that the search for em- ployment, its changing and adapting to the current socio - economic situation has become today's challenge and task of a lifetime. Others, according to the author, the consequences are "necessary changes in the education system teleology. The aims and objectives of the educational system must be much more accentuated: air motivation to learn, triggering willingness and readiness to further learning, developing the ability to pursue interests and passions, developing independent learning skills, with proper self-monitoring and evaluation of their work by learners" (Wroblewska, 2006). Coaching is a method of work, which is based precisely on these indications. It is successfully used in the education system and counselling. In the context of a rapidly changing social reality, coaching has become a method of work that provides customer skills, which then can be used in everyday life, transforming from a person's extra-control to self-control. In a world where algorithms, paradigms proceedings wane in importance to the multiplicity of social transformation and alternating tomor- row, you need to change from the teaching of the universal forms of behavior in specific situations to the teaching of specific forms of behavior in an imprecise reality. Coaching behavior may be a re- sponse to this demand.

Purpose: Deciding on a future career path or choosing a career specialty is an important academic decision for medical students. The purpose of this study is to develop a career coaching model for medical students. Methods: This research was carried out in three steps. The first step was systematic review of previous studies. The second step was a need assessment of medical students. The third step was a career coaching model using the results acquired from the researched literature and the survey. Results: The career coaching stages were defined as three big phases: The career coaching stages were defined as the “crystallization” period (Pre-medical year 1 and 2), “specification” period (medical year 1 and 2), and “implementation” period (medical year 3 and 4). Conclusion: The career coaching model for medical students can be used in programming career coaching contents and also in identifying the outcomes of career coaching programs at an institutional level.

P. Biemans en H. Kuit. Loopbaanbeleid. Career coaching of loopbaancoaching. Centraal HR-instrument in een decentrale organisatie.

P. Biemans en H. Kuit. Loopbaanbeleid. Career coaching of loopbaancoaching. Centraal HR-instrument in een decentrale organisatie.