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Higher education plays a pivotal role in preparing students for the dynamic and complex labour market. Helping students develop employability competences supports them in obtaining the necessary expertise and skills to facilitate their transition to the labour market and to address the requirements of their new jobs. Employability competences are considered to contribute to students' wellbeing and economic prosperity. Colleges and universities offer career coaching programmes to support students in developing their employability competences. Despite the importance of employability competences, empirical studies on the impact of such coaching programmes remain scarce. The present study aims to fill that gap by exploring the relationship between career coaching and the development of employability competences. A two-study design based on a multiple-methods approach was used to gain more insight in how coaching in higher education contributed to the development of students' employability. Data were collected at institutions of higher education in the Netherlands and Belgium via student surveys (n = 491) and interviews with coaches (n = 9). Our quantitative data showed a significant positive relationship between coaches' autonomy support and the development of students' employability competences. The interviews provided in-depth detailed findings on how coaches support students in their learning process. Coaching sessions became most effective by encouraging students to engage in trial and error and by stimulating (self-) reflection. Taken together, our results show that (career) coaching in higher education has the potential to support students' development of employability competences, which will, in turn, foster their transition to the workplace. [ABSTRACT FROM AUTHOR]

Despite making strides in gender equality, women in Science, Technology, Engineering, Mathematics, and Medicine (STEMM) continue to face a persistent underrepresentation in leadership roles. In an effort to reverse this trend, the National Cancer Institute created the Sallie Rosen Kaplan (SRK) Postdoctoral Fellowship, a year-long coaching-based leadership training program. The SRK program aims to empower women to explore careers across a broad range of fields, including academia, industry, and government, and to excel in leadership positions in those fields. Analyzing a decade of data from 111 participants, we describe the positive impact of the SRK program on participant's self-reported capabilities. Increased self-confidence, improved time management and work/life balance, enhanced goal-setting and attainment skills, and strengthened communication and relationship-building abilities are highlighted as statistically significant outcomes. Moreover, the program's emphasis on coaching, mentorship, peer cohort support, and building lasting professional relationships also contributed to high ratings for satisfaction and value of the program. Successful programs like SRK can serve as a model for institutions striving to close gender gaps in leadership. [ABSTRACT FROM AUTHOR]

Life is meaningless, drowsy, stressful, boring, wasteful, and fruitless without purpose. Hence, purpose justifies someone’s existence on earth. It is assumed therefore that nobody was born by accident. The Creator, God thought about it and decided that it was good for one to be born. It is therefore one’s responsibility to find the reasons that justify one’s existence on earth and choose a career that corresponds with it. The main purpose of this article was to explore the steps for implementing purpose-based career coaching. The study was a mixed method research aiming to explore the experiences and perspectives of individuals about purpose-based career coaching. Participants included students, graduates, teachers, parents, counsellors, and lecturers. Data was generated through multiple methods, including individual interviews, focus groups, and qualitative surveys. Thematic analysis was employed to analyze the data and identify key themes. The findings of this study revealed three distinct themes: 12 steps guide for a purpose-based career coaching, the core beliefs underlying purpose-based coaching, and the objectives associated with purpose-based career coaching. With these themes in mind, practitioners can adopt a holistic approach when coaching individuals towards achieving their purpose-driven career goals. This structured approach to career coaching ensures a comprehensive and systematic exploration of the career-related challenges and opportunities that individuals may face. Throughout the article, attention is given to the integration of spirituality into the career development process. The implication of the article is that through the incorporation of spiritual principles and practices, individuals can tap into a deeper sense of purpose and direction which will in turn enable them to navigate their career journeys with clarity and confidence. In addition, the article offers helpful information and techniques to help people grow in their spiritual awareness and incorporate it into their work lives. Keywords: Career Coaching; Career Choice; Psycho-Spiritual; Purpose; Reimagining

In recent decades, the application of coaching for career development and supporting faculty in leadership roles has greatly expanded in higher education. Coaching can offer transformational and life‐changing experiences, inspire critical reflection in early career decisions, and (re)ignite passion and commitment at all career stages. While coaching focuses on transforming individuals, it also has the potential to impact organizations and professional environments. The power of coaching deserves appropriate recognition within dental education and scholarship. In this article, the authors discuss the potential for career coaching as a tool for developing future leaders in dental education. After differentiating between coaching and mentoring, coaching for professional development is reviewed as an evidence‐based approach that can enhance traditional leadership and professional development programs. Although this article was inspired by programming supporting the development of female leaders, coaching applies to all leaders and may be particularly helpful in supporting the development of diverse leaders including but not limited to individuals from different backgrounds, national origins, gender, racial, socioeconomic, and cultural distinctions. After a review of existing coaching initiatives in dental education, a variety of coaching strategies for faculty, staff, and trainees will be described that can be implemented by oral health educational institutions. Examples of coaching strategies range from developing internal coaching programs to contractual agreements with external coaching groups. Step‐by‐step guidelines are included. [ABSTRACT FROM AUTHOR]

Abstract Background Medical students’ demand for career coaching is growing. However, little is known about what type of career coach they prefer. Using the Warmth-Competence Framework, we investigated if and why medical students prefer physician coaches compared to career psychologist coaches. We also examined whether students’ coach choice related to coaches’ amount of experience with medical students. Methods In a two-by-two between participants vignette study (n = 147), we manipulated coach occupational background (physician vs. psychologist) and experience with coaching medical students (limited vs. considerable). Participants read one coach description, rated the likelihood that they would choose the coach, and rated the coach on dimensions of warmth and competence. Results Students who evaluated a physician career coach were more likely to choose the coach than students who evaluated a psychologist career coach. Students expected that a physician career coach would better understand their situation and be better able to provide career information, while they expected a psychologist career coach to have better conversation skills, all of which were relevant to choosing a coach. Coaches’ experience with coaching medical students was unrelated to students’ coach choice and their assessment of the coach’s warmth and competence. Conclusions Our findings highlight the relevance of coaches’ occupational background and have implications for the implementation of career coach interventions. Medical schools could help students choose a career coach by providing information about the coach qualities that students value. Future studies could investigate whether career coaches with different occupational backgrounds differ in coach behaviors and coaching effectiveness.

Background: Medical students' demand for career coaching is growing. However, little is known about what type of career coach they prefer. Using the Warmth-Competence Framework, we investigated if and why medical students prefer physician coaches compared to career psychologist coaches. We also examined whether students' coach choice related to coaches' amount of experience with medical students. Methods: In a two-by-two between participants vignette study (n = 147), we manipulated coach occupational background (physician vs. psychologist) and experience with coaching medical students (limited vs. considerable). Participants read one coach description, rated the likelihood that they would choose the coach, and rated the coach on dimensions of warmth and competence. Results: Students who evaluated a physician career coach were more likely to choose the coach than students who evaluated a psychologist career coach. Students expected that a physician career coach would better understand their situation and be better able to provide career information, while they expected a psychologist career coach to have better conversation skills, all of which were relevant to choosing a coach. Coaches' experience with coaching medical students was unrelated to students' coach choice and their assessment of the coach's warmth and competence. Conclusions: Our findings highlight the relevance of coaches' occupational background and have implications for the implementation of career coach interventions. Medical schools could help students choose a career coach by providing information about the coach qualities that students value. Future studies could investigate whether career coaches with different occupational backgrounds differ in coach behaviors and coaching effectiveness. [ABSTRACT FROM AUTHOR]

The article is devoted to the peculiarities of professional development, employment and academic career in the USA. It is emphasized that for the successful development of an academic career, it is necessary to apply a systematic approach, in particular, to take into account personal development, continuous learning and career management. The practice of the American National Association for Career Development is considered, the prerequisites and resources for career growth are determined. Presented are practical tools for self-assessment and diagnosis of career paths, an opportunity for researchers at various career stages to participate in a mentoring program for leadership development, sharing experiences, planning and achieving goals, supporting continuous career growth and lifelong learning. The article analyzes the experience of organizing professional development and of support for career of employees in leading USA universities: Harvard University, Stanford University, and the Massachusetts Institute of Technology. Attention is focused on the joint mission of the institutions, which consists in the value for human capital development through the comprehensive realization of the potential of each individual, the creation of favourable conditions for life and professional growth, decent financial support and career growth prospects. It is noted that the main trends in the development of the academic career and employment of graduates of the mentioned institutions in the USA include internal mobility, professional development, continuous training and professional development, organization and activity of professional networks, career coaching, mentoring program.

Compared to higher income couples, those with low incomes experience a host of challenges and disparities in their intimate relationships, including lower levels of relationship satisfaction, higher rates of breakup of cohabiting relationships, and higher rates of divorce. In recognition of these disparities, a number of interventions targeting couples with low incomes have been developed. These interventions historically focused primarily on improving relationship skills through relationship education, but in recent years a new approach that integrates economic‐focused interventions alongside relationship education has emerged. This integrated approach is intended to better address the challenges facing couples with low incomes, but the theory‐driven, top‐down approach to intervention development leaves open the question of whether couples with low incomes are interested in participating in a program that combines these two disparate components. The current study draws from a large randomized controlled trial of one such program (N = 879 couples) to provide descriptive information about the recruitment and retention of couples with low incomes in a study of relationship education with integrated economic services. Results indicate that it is possible to recruit a large, linguistically, and racially diverse sample of couples living with low income to participate in an integrated intervention, but the uptake of relationship‐focused services was higher than the uptake of economic‐focused services. Additionally, attrition over a 1‐year follow‐up data collection period was low but required labor‐intensive efforts to reach participants for the survey. We highlight successful strategies for the recruitment and retention of diverse couples and discuss implications for future intervention efforts. [ABSTRACT FROM AUTHOR]

In this article, we introduce an AI-enhanced study planning solution named Careerbot, which is a service designed to help students with their "forecasted self". We define a new term "forecasted self" to mean a future-oriented digital twin, where a student can explore several future selves equipped with new, acquired skills for projected future jobs. The future jobs domain here includes knowledge-work related jobs related to digitalization, emerging technologies, and Industry 4.0/Society 5.0. [ABSTRACT FROM AUTHOR]

The article is devoted to the peculiarities of professional development, employment and academic career in the USA. It is emphasized that for the successful development of an academic career, it is necessary to apply a systematic approach, in particular, to take into account personal development, continuous learning and career management. The practice of the American National Association for Career Development is considered, the prerequisites and resources for career growth are determined. Presented are practical tools for self-assessment and diagnosis of career paths, an opportunity for researchers at various career stages to participate in a mentoring program for leadership development, sharing experiences, planning and achieving goals, supporting continuous career growth and lifelong learning. The article analyzes the experience of organizing professional development and of support for career of employees in leading USA universities: Harvard University, Stanford University, and the Massachusetts Institute of Technology. Attention is focused on the joint mission of the institutions, which consists in the value for human capital development through the comprehensive realization of the potential of each individual, the creation of favourable conditions for life and professional growth, decent financial support and career growth prospects. It is noted that the main trends in the development of the academic career and employment of graduates of the mentioned institutions in the USA include internal mobility, professional development, continuous training and professional development, organization and activity of professional networks, career coaching, mentoring program. [ABSTRACT FROM AUTHOR]

In this article, we introduce an AI-enhanced study planning solution named Careerbot, which is a service designed to help students with their “forecasted self”. We define a new term “forecasted self” to mean a future-oriented digital twin, where a student can explore several future selves equipped with new, acquired skills for projected future jobs. The future jobs domain here includes knowledge-work related jobs related to digitalization, emerging technologies, and Industry 4.0/Society 5.0.

Foucault's notion of governmentality has been the focus of much research. However, little work provides an account of how governmentality is enacted as social practice. Using transcripts of naturally-occurring talk taken from a face-to-face coaching session and text taken from a career consultant's website as data, the purpose of this paper is to make visible, and thus analysable, the way in which governmentality and the regulation of identities are enacted. In order to do this, we use critical discursive psychology as a method. Findings indicate that the coach is talked into being as an expert who diagnoses a 'problem' concerning the coachee's career path and provides advice on how to solve the 'problem'. This advice, drawing on wider social Discourses of happiness at work, regulates the identity of the coachee by prescribing acceptable ways of thinking about, and acting on, the self and so enacts governmentality. [ABSTRACT FROM AUTHOR]

The choices made by university students in the process of making career decisions are one of the most important decisions they make in their lives. The aim of this study is to examine the impact of career coaching practices on the career decision self-efficacy and career stress levels of university students. The sample of the study is of senior students studying in the Department of Business Administration of Izmir Katip Çelebi University in the 2018-2019 academic year. A total of 24 people were taken to the study, including 12 (6 females and 6 males) in the study group and 12 (6 females and 6 males) in the control group. Sociodemographic form, Career Decision Self-Efficacy Scale (CDSES) and Career Stress Scale (CSC) were used as data collection tools. The students in the experimental group were given a 6-week career coaching program developed by the researcher, each for 60 minutes. Levene's test, t-test and ancova were used in statistical data analysis. As a result of the study, it was determined that the practice of career coaching increases the career decision self-efficacy of the students in the working group and reduces their level of career stress. [ABSTRACT FROM AUTHOR]

Throughout 2022 and into 2023 career opportunities will abound. As the Great Resignation continues, employees are actively pursuing new careers that better fit their lifestyle and preferred career choices. While employers are seeking qualified and committed employees, career opportunities appear to be endless. Matching employees with the places of work, also, seems to be a challenge for employers and employees at the moment. The guidance of an experienced career coach may be a good step in facilitating a reflection on one's assessment of skills and capabilities, along with a realistic approach to establishing a long-term career trajectory. It may also allow employees, who engage an experienced career coach, to emerge from the coaching experience better prepared with more satisfying career options moving forward. Companies on the other hand can also benefit from the commitment and morale boost in their workforce if they are open to the change of approach towards employees. It may be a good way to prevent the knowledge and tacit capability from walking out the door. In this white paper, we offer recent observations and suggestions for how to navigate this still developing scenario. And, hopefully, emerge successfully with desired career paths and new opportunities, where you can thrive and further develop your skills and goals. [ABSTRACT FROM AUTHOR]

There is a point of view that it is already impossible to bring new ideas into talent management. The current practice has been considered in the article and also an alternative approach that can increase the quality of training of talent pool to a higher level has been presented . A new strategy for integrating career coaching and a metaprogram approach into the system of talent pool management, as well as a different starting point for work with it, have been proposed. The prospects and potential of candidates for company vacancies to be included in the personnel reserve are already assessed at the recruitment stage. Specific steps have been listed. The author’s definition of the term “career coaching” has been given.

This study explores how career coaching contributes to clients' career optimism and career security from a career resource perspective. Drawing from the Career Resources Model (Hirschi [2012]. The career resources model: An integrative framework for career counsellors. British Journal of Guidance & Counselling, 40(4), 369–383), we propose that career identity resources (self-clarity and career-goal clarity) are essential prerequisites to develop career optimism and career security which are needed to successfully plan and manage careers. Data drawn from a single career coaching intervention for university students served as basis to develop and test a framework linking career identity resources with the psychological career variables career optimism and career security and revealed that working on clients' self-clarity positively contributes to the development of career-goal clarity, career optimism and career security. The findings additionally outline that the positive effects of career coaching on clients' career optimism and career security are explained by an increase in career-goal clarity. These results suggest a process model for career coaching interventions. [ABSTRACT FROM AUTHOR]

Midlife women currently have the highest ever presence in the workplace with many juggling work with demanding home lives. Women are reporting increased dissatisfaction with their work-life balance yet few studies exist exploring how practical interventions might help. This action-research involved five female participants, based in London, on a career coaching programme designed to improve work-life balance. Interpretative Phenomenological Analysis suggested the programme offered a safe place to support women in reconciling work and life roles with their individual values and needs. Through increasing positivity and resilience the coaching enabled participants to define and shape a better work-life balance.

Psychometric tools are increasingly applied during coaching, but little is known about their effects on clients' well-being. We investigated the effects that are evoked when psychometric tools reveal incongruities between career-related values, motives, and skills during career coaching within an early-career sample. Results reveal a negative effect of within-person incongruities on life satisfaction and self-efficacy over time. Further, we compared these effects across different career coaching settings (one-on-one coaching vs. group coaching). Compared to clients in group coaching, clients who received feedback on their incongruities during a one-on-one coaching session experienced a decline in life satisfaction. The results indicate that psychometric tools should carefully be incorporated in career coaching interventions. Further practical and theoretical implications of the findings are discussed. [ABSTRACT FROM AUTHOR]

Copyright of Organisationsberatung, Supervision, Coaching is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The NRMN STAR program was created to address the persistent underrepresentation in grant submissions and receipt of National Institutes of Health (NIH) awards by racial/ethnic minority groups. In our current study, we assessed program impact on trainees' self-efficacy related to grant writing. The program was conducted with two cohorts: one in June 2014 and one in June 2015. We used a 19-item grant writing self-efficacy scale drawn from the 88-item Clinical Research Assessment Inventory of three domains (conceptualizing, designing, and funding a study) to predict whether self-efficacy influences researchers' grant submissions. Trainees were assessed prior to and following program completion with subsequent assessments at 6 and 12 months beyond participation. The majority of trainees were Black (62%), female (62%), and had obtained a PhD (90%). More than half (52%) were assistant professors and 57% had none or <1 year of research experience beyond postdoctoral training. However, 24% of trainees reported no postdoctoral research training. NRMN STAR trainees' self-efficacy significantly improved on all three domains exhibiting a 2.0-point mean change score on two domains (conceptualizing and design) and 3.7 point mean change score on the domain, funding a study. Findings suggest that NRMN's STAR provides impactful, confidence-building training for diverse, early stage investigators with little-to-no skills, experiences, or low self-efficacy in writing research grants. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this paper is to examine the mediating role of the attitudes toward seeking professional psychological help between career adaptability and active job search behavior of older workers in South Korea. Design/methodology/approach: From a review of related literature, six study hypotheses were developed to test the structural relationship between the variables. Findings: This study identified that attitudes toward seeking professional psychological help mediated the relationship between career adaptability, the value of career coaching and active job search behavior. Practical implications: A successful job search requires the use of substantial self-control and self-regulation skills, and there can be effective training in all these skills of self-disciplining when older workers can find a high level of value from career coaching programs. Originality/value: Despite the growing popularity of career support programs, the quality of career coaching programs and participants' perceived value toward them are critical to illicit positive outcomes of such programs. This study supports this premise by revealing a structural relationship between career adaptability, perceived value of career coaching, attitudes toward seeking professional career help and active job search behavior. [ABSTRACT FROM AUTHOR]

The aim of this paper is to contribute new insights to the Career Coaching field, based on findings drawn from empirical research on career transition. The paper examines the relationship between future work self and proactive career behaviours in an employed, multinational sample considering or experiencing a career transition. It evaluates whether psychological resources for career transition and perceived supervisory support positively moderate this relationship. A quantitative survey design was implemented and data analysed through linear regression analyses. The findings confirm that individuals with a clearer idea of their future work self reported higher levels of proactive behaviours. Moreover, participants with greater psychological resources for career transition and supervisory support in career development found it easier to translate their future work self vision into specific career-oriented behaviours. The paper provides recommendations on how Career Coaching practitioners can utilise these findings when devising interventions to facilitate a career transition process. [ABSTRACT FROM AUTHOR]

This study focuses on career development processes and options for older workers in South Korea and explores how career coaching enhances their career development efforts and transition needs. The purpose of this study is to investigate the structural relationship between older employees’ goal-setting, self-efficacy, and job-search behavior mediated by career coaching. A total of 249 participants were recruited in a metropolitan city in South Korea. Based on the literature review, hypotheses were developed and tested on the structural model and the following findings were revealed. First, the findings indicate a positive effect of self-efficacy on older workers’ job-search behavior. Second, the value of career coaching was found to affect older workers’ job-search behavior in the South Korean context. Third, career-goal commitment alone did not have a positive significant effect on job-search behavior, but it was influential through the mediating process of the perceived quality of the career coaching program provided by an employment center in South Korea. [ABSTRACT FROM AUTHOR]

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.

This paper responds to calls for an increased evidence base for coaching practice by exploring the contribution that career research and theory could make to this field. The paper summarises three small-scale studies focusing on career change undertaken by post-graduate students enrolled on an MSc in Career Coaching at a university in London. The studies explore the experiences of three groups of people who have recently changed career direction: female Black African entrepreneurs, academic research scientists moving to industry and people choosing a career in careers. The findings of the studies highlight the role of meaning and values, and the influence of others on career choice. The studies show too how the participants wrestle with subjective notions of career success, and that the impetus to make a career change comes from both a disenchantment with one situation and an attraction towards another. The paper concludes with some suggestions for coaching practice. [ABSTRACT FROM PUBLISHER]

This article explores the influence maternity coaching has on how women re-engage with their career development after maternity leave. The study addresses the lack of understanding of the long-term influence of maternity coaching. It is based on a case study of maternity coaching in three UK based private law firms. Three key career re-engagement factors were identified: ‘work’, ‘relationships’ and ‘role models’. Maternity coaching was found to influence these factors by supporting women during the return to work phase at an emotional level, a practical level and through long-term career development reflections. The findings could be relevant in other sectors with similar working conditions, for coaching after career breaks, and could inform coaching programmes for professional parents regardless of their gender.

Recent changes to medical career pathways have resulted in the introduction of a range of career support activities by medical education organisations. This doctoral research took a case study approach to consider how coaching can support doctors to make career choices. Data was collected through interviews with 18 participants. The findings have been combined into a career coaching framework for working with doctors. Coaches and doctors identified three groupings of metaphors which either: i) conceptualised a career in medicine, ii) described how doctors gain insights through coaching or iii) were specific to career coaching for doctors.

Vocational orientation is a challenging process to adolescents, especially in times of permanent change and in light of an overwhelming number of career possibilities. Effective career interventions which support young people during this process are therefore urgently needed. The objective of our study was to examine the effects of a coaching programme carried out in groups for the vocational orientation of German secondary school pupils. The 46 participants taking part in the group intervention voluntarily and 56 pupils of a control group answered questionnaires regarding career-related variables at the beginning and the end of the 10-week coaching process. Statistical analyses revealed significantly lower baseline scores of career-related variables in the coaching group compared to the control group, indicating self-selection effects of pupils who were in particular need of vocational orientation. Results regarding the effects of the coaching programme indicated a significantly higher gain of the coaching participants in career planning, career decision-making self-efficacy and career decision status compared to the control group. These findings might be due to the combination of career information, of self-reflection and of career-related activities in the coaching programme. Our findings suggest that coaching can be a helpful intervention for the vocational orientation of adolescents and that a group context may be an effective coaching setting. Thus, our group coaching intervention promoting vocational orientation of secondary school pupils might be worth considering expansion. [ABSTRACT FROM AUTHOR]

Human capital-based models of crime imply that increasing educational attainment will decrease crime. A growing body of empirical work has supported this hypothesis, however the evidence is still limited. We investigate if a high school career coaching program, Career Compass of Louisiana, decreases youth crime during and after high school. Career Compass provides students counseling services regarding college admissions, financial aid, and career exploration. We use student-level administrative education and crime convictions data and a difference-in-differences empirical strategy to test for an education-crime relationship among high school seniors. While existing research shows the Career Compass program increases post-secondary enrollment, we do not find that this increase in educational attainment results in decreased criminal activity. We find precise and robust null effects of this program on crime. Our findings suggest that policymakers and researchers may need more targeted interventions and should be cautious in assuming interventions that increase human capital alone will also impact other outcomes such as crime. [ABSTRACT FROM AUTHOR]

Purpose: Despite calls for studying interaction processes in coaching, little is known about the link between coach-client interactions and coaching success. In particular, interpersonal behavior in coaching remains unexplored, although it is considered highly relevant to social relationships and interaction outcomes. This study takes first steps to address this gap. Design/Methodology/Approach: We examined the dynamics of coaches' and clients' interpersonal behavior based on the two basic dimensions affiliation and dominance. Furthermore, we investigated the link between emergent interpersonal behavior patterns and coaching outcomes. To this end, we videotaped and analyzed a total of 11,095 behavioral acts nested in 30 coach-client dyads. Findings: Sequential analysis showed that reciprocal friendliness patterns were positively linked to working alliance. Coaches' dominant-friendly interaction behavior particularly activated clients, in terms of showing dominance during the coaching interaction process. Clients' dominance was linked to their overall goal attainment. Implications: Our results highlight the importance of interpersonal behavior for coaching success. Specifically, our findings suggest that dominance interaction patterns are context- and relation-specific, offering an explanation for contradicting empirical studies on interpersonal dominance. For coaches, our study implies that high awareness for interpersonal signals can help establish a positive atmosphere and activate clients' dominance. Originality/Value: This empirical study uses behavior observation and interaction analysis to understand the interpersonal dynamics during coaching sessions. Our results increase our theoretical understanding of coaching effectiveness by shedding light on the micro-level behavioral dynamics that drive successful coaching processes. [ABSTRACT FROM AUTHOR]

Purpose: This study was performed to develop a counseling strategy, based on the profiles of medical students' Strong Interest Inventory (STRONG) and Myer-Briggs Type Indicator (MBTI) results, focusing on the three following questions: Into what distinct levels are students categorized by STRONG and MBTI? and What is the dispersion of the integrated profiles? Methods: Freshmen students from Konyang University College of Medicine who matriculated between March 2011 and 2013 were administered the MBTI personality type test and the STRONG interest inventory assessment. The integrated profiles were categorized per Kim et al. (2006), and frequency analysis was performed with the collected data, using SPSS version 21.0. Results: Regarding MBTI types, 16.9% of students were categorized as ESTJ, and 12.9% was ISTJ. Further, 62.4% of students were Investigative (I) according to STRONG. The integrated profiles were divided into four types, according to their unclear/clear preference in the STRONG and MBTI results. Most students had 'clear preference and clear interest' (n=144, 80.9%), six students (3.4%) had 'clear interest but unclear preference,' and 28 students (15.7%) showed 'unclear interest but clear preference.' Conclusion: Using the combined results of the STRONG interest inventory assessment and MBTI tools, we can purvey more tailored information to students. [ABSTRACT FROM AUTHOR]

The article focuses on the pilot learning project Stoke-on-Trent Clinical Commissioning Group (CCG) approach to ensuring high quality nursing care. It discusses project objectives, nursing practice before the project and recruitment of nurses to the project. Evaluation of the nurses' performance and their perceptions before the project, personal and professional development of participating nurses and project evaluation are discussed. The Action Learning Sets for peer support are discussed.

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Career coaching for job seekers has become increasingly prevalent when guiding the management of the self in practices such as writing Curriculum Vitae (CV). This article explores career coaching by a Swedish white-collar union targeted at students. Through a framework of ‘governmentality in action’ (Brownlie, 2004), the article focuses on the interaction between career coaches and students and how this discursive practice is negotiated in talk. The concept of discursive positioning is used to analyse talk in interaction and the way people are positioned in discourse by their own and others’ utterances (Davies and Harré, 1990). The findings point to obstacles and ambiguities in the construction of a ‘sellable’ self. They also show that subjects actively participate in their own self-construction. Further, the category of a marketing self indicates obstacles emanating from gender and national identity in this context. [ABSTRACT FROM AUTHOR]

Copyright of Organisationsberatung, Supervision, Coaching is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Organisationsberatung, Supervision, Coaching is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)