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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/approachA 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.FindingsResults 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/valueWe 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.

Self-awareness is often seen as a critical component in leadership and career success, and has therefore become a feature in MBAs, leadership development, and management education. It has become a popular "buzzword" in management literature, yet when reviewing this literature, there appears to be no consistent definition of the construct. This article reports a systematic literature review, covering how the construct of self-awareness is defined and how it differs from self-consciousness and self-knowledge within the context of management education. After screening, 31 articles were included in the review, analysis of which identified there is an overlap with how self-awareness, self-consciousness, and self-knowledge are defined. Other themes from our analysis include the identification of the components of self-awareness, how to be self-aware, and the purpose of self-awareness. The contribution of our article is the provision of clarity on the construct of self-awareness and a working definition, which can be used in the fields of leadership and management development by practitioners in education and organizations, and for future research within the context of adult development and the workplace.

Purpose
Team coaching (TC) is a popular new addition to the team learning and development toolkit. However, the conceptualization of TC and the distinction between TC, team training, team development and team building interventions remains unclear. The paper aims to discuss these issues.


Design/methodology/approach
The authors address this significant gap by abductively exploring how TC is conceptualised in practice (n=410). The authors survey practitioners engaged in delivering TC to ask how they would define TC and distinguish it from other team interventions.


Findings
A thematic analysis of the data reveals eight themes, which can be used to define TC and illustrate areas of overlap and distinctiveness with other team interventions.


Research limitations/implications
The absence of a clearly defined construct is hindering the development of a rigorous theory of TC. The contribution of the paper is, therefore, a clear and comprehensive definition of TC, which can be used by researchers and practitioners alike when working within the domain of TC.


Originality/value
The paper provides the first systematic exploration of a definition of TC in relation to alternative team interventions. By utilising an abductive approach in the research, the authors are able to capitalise on practitioner experience in this practice-led field.

This study presents a meta‐analysis synthesizing the existing research on the effectiveness of workplace coaching. We exclusively explore workplace coaching provided by internal or external coaches and therefore exclude cases of manager–subordinate and peer coaching. We propose a framework of potential outcomes from coaching in organizations, which we examine meta‐analytically (k = 17). Our analyses indicated that coaching had positive effects on organizational outcomes overall (δ = 0.36), and on specific forms of outcome criteria (skill‐based δ = 0.28; affective δ = 0.51; individual‐level results δ = 1.24). We also examined moderation by a number of coaching practice factors (use of multisource feedback; type of coach; coaching format; longevity of coaching). Our analyses of practice moderators indicated a significant moderation of effect size for type of coach (with effects being stronger for internal coaches compared to external coaches) and use of multisource feedback (with the use of multisource feedback resulting in smaller positive effects). We found no moderation of effect size by coaching format (comparing face‐to‐face, with blended face‐to‐face and e‐coaching) or duration of coaching (number of sessions or longevity of intervention). The effect sizes give support to the potential utility of coaching in organizations. Implications for coaching research and practice are discussed.Practitioner pointsOur meta‐analysis supports the positive effects of workplace coaching as an approach to employee learning and development in organizations, with a variety of criteria.Our findings indicate that coaching was more effective when conducted by internal coaches and when multisource feedback was excluded.Workplace coaching was effective whether conducted face‐to‐face or using blended techniques (i.e., blending face‐to‐face with e‐coaching).