Purpose

A specific area of interest in the coaching literature is focused on exploring the intersection of personality and coaching; however, research has yet to explore whether coaching exerts reciprocal effects on personality traits (i.e. if personality trait change can accompany coaching). Utilizing the explanatory theoretical framing of the Demands-Affordances TrAnsactional framework (Woods et al., 2019), we propose that coaching may indirectly facilitate personality trait change by firstly enabling the coachee to reflect on their behaviors, second, implement desired behavioral changes which consequently facilitate personality trait change.

Design/methodology/approach

A quasi-experiment was conducted to explore coaching and personality trait change. Students participating in a demanding, work-based team simulation (N = 258), were assigned to either an intervention group (and received one-to-one coaching) or a control group (who received no intervention). Personality traits were measured before and after coaching and positioned as the dependent variable.

Findings

Results indicate that participants in the coaching group exhibited significant changes in self-reported agreeableness, conscientiousness, extraversion and core self-evaluations, which all significantly decreased after coaching; however, no change was observed for the control group.

Originality/value

We provide the first exploration of coaching and personality trait change, contributing to both the coaching literature, by providing evidence regarding the efficacy of coaching to facilitate personality trait change in coachees, and the personality literature, by highlighting coaching as an important tool for those interested in personality trait change. Our research also has implications for other interventions such as mentoring, as we provide support for the notion that interventions can support personality trait change.

中文翻译：

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一对一辅导和受教练者人格特质改变

目的

教练文献中一个特别感兴趣的领域是探索个性与教练的交叉点。然而，研究尚未探讨教练是否对人格特质产生相互影响（即人格特质的改变是否可以伴随教练）。利用需求-可供性交易框架（Woods et al. , 2019）的解释性理论框架，我们提出教练可以通过首先让受教练者反思自己的行为，其次实施期望的行为改变来间接促进人格特质的改变。促进人格特质的改变。

设计/方法论/途径

进行了一项准实验来探索教练和人格特质的改变。参加要求严格、以工作为基础的团队模拟（N  = 258）的学生被分配到干预组（并接受一对一辅导）或对照组（未接受干预）。在辅导之前和之后测量人格特质，并将其定位为因变量。

发现

结果表明，辅导组参与者在自我报告的宜人性、责任心、外向性和核心自我评价方面表现出显着变化，且在辅导后均显着下降；然而，对照组没有观察到任何变化。

原创性/价值

我们对教练和人格特质改变进行了首次探索，通过提供有关教练促进受教练者人格特质改变的功效的证据，为教练文献做出贡献，并通过强调教练作为感兴趣的人的重要工具，为人格文献做出贡献。在人格特质的改变中。我们的研究也对指导等其他干预措施有影响，因为我们支持干预措施可以支持人格特质改变的观点。