{"title":"一对一辅导与被辅导者人格特质的改变","authors":"Rebecca J. Jones, Stephen A. Woods","doi":"10.1108/jmp-01-2023-0044","DOIUrl":null,"url":null,"abstract":"<h3>Purpose</h3>\n<p> 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 <em>et al.</em>, 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.</p><!--/ Abstract__block -->\n<h3>Design/methodology/approach</h3>\n<p>A quasi-experiment was conducted to explore coaching and personality trait change. 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引用次数: 0
摘要
目的 教练文献的一个特定关注领域是探索人格与教练的交叉点;然而,研究尚未探索教练是否会对人格特质产生互惠效应(即人格特质的改变是否会伴随教练)。利用 "需求-供给-互动"(Demands-Affordances TrAnsactional)框架的解释性理论框架(Woods et al.参加高要求、以工作为基础的团队模拟的学生(258 人)被分配到干预组(接受一对一辅导)或对照组(不接受干预)。结果表明,教练组的参与者在自我报告的宜人性、自觉性、外向性和核心自我评价方面都表现出了显著的变化,在接受教练后都有明显的下降;然而,对照组没有观察到任何变化。原创性/价值我们首次探讨了教练与人格特质的改变,为教练文献和人格文献做出了贡献,前者提供了教练促进被教练者人格特质改变的有效性证据,后者强调了教练是那些对人格特质改变感兴趣的人的重要工具。我们的研究还对指导等其他干预措施有影响,因为我们为干预措施可支持人格特质改变的观点提供了支持。
One-to-one coaching and coachee personality trait change
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.
期刊介绍:
■Communication and its influence on action ■Developments in leadership styles ■How managers achieve success ■How work design affects job motivation ■Influences on managerial priorities and time allocation ■Managing conflicts ■The decision-making process in Eastern and Western business cultures