Coaching psychology interventions vs. positive psychology interventions: The measurable benefits of a coaching relationship

Humor in professional coaching: a literature review and research agenda

Introduction

Extensive research has explored the incorporation of humor in therapy, revealing its potential positive effects on clients' mental well-being and personal growth. However, limited research exists on how coaching could benefit from humor as an intervention and how its utilization impacts the interaction processes and outcomes for both the coachee and coach. Therefore, our research focuses on the use and effects of spontaneous humor within professional dialogues. This paper aims to extract insights from academic literature on humor in adjacent fields and apply these insights to the context of coaching.

Methods

This paper offers implications for coaching theory and practice, alongside a proposed research agenda. The initial phase involves analyzing reviews on humor in professional contexts, and coaching. Secondly, following the PRISMA guidelines for review, we identified 13 empirical studies, which address the role of humor in counseling, psychotherapy, and mentoring.

Results and discussion

Our findings suggest that humor serves as a valuable tool for establishing and deepening the working alliance, fostering adaptive coping mechanisms in clients, and enhancing the cognitive and behavioral process. Moreover, humor is shown to be advantageous for professionals in navigating challenging client relationships. These findings hold significance for the realm of coaching practice as well. In light of these insights, we propose the integration of humor use in education toolkits for coaching professionals.

Workplace coaching: testing whether personality traits and their ABCD components predict authentic self-development via affect balance

Purpose

Little is known about how individual differences play out in the process of authentic self-development (ASD) through workplace coaching. This article explores whether the Big Five personality traits and affective, behavioral, cognitive and desire (ABCDs) components of the Big Five personality traits were relevant to ASD, specifically examining the role of affect as a potential mediator.

Design/methodology/approach

In total, 176 clients' personality was assessed pre-coaching. Aspects of ASD (perceived competence, goal commitment, self-concordance and goal stability) were assessed post-coaching. Clients' affect balance (AB) scores were obtained post-session.

Findings

Multilevel path models showed that higher levels of mean AB (but not the slope) mediated the associations between personality and perceived competence and goal commitment. Personality predicted goal self-concordance, but these effects were not mediated by AB, neither personality nor AB predicted goal stability.

Research limitations/implications

The authors encourage randomized controlled trials to further test findings of this study. Ruling out method variance is not possible completely. However, the authors put forth considerations to support the authors' claim that method variance did not overly influence our results.

Practical implications

These results suggest the necessity of an optimal experience of affect for ASD in workplace coaching and the understanding of how ABCDs, AB and ASD are related beyond coaching psychology.

Social implications

A deeper understanding of personality processes is important for fostering ASD to meet the challenges of management development in the authors' volatility, uncertainty, complexity and ambiguity (VUCA) world.

Originality/value

This is the first study to test personality as a process in workplace coaching linking personality to one of the most valued leadership skills: authenticity.