Abstract
This study presents a field experiment to test the question: What are the individual characteristics that influence whether coaching is beneficial for people's performance. We focus our attention on the Big Five personality traits, core self‐evaluations and goal orientation. Using a control group for comparison, coaching was provided to a sample of working adults (N = 84) and both self‐ratings and supervisor‐ratings of performance (N = 74) were measured over three time points. Our analysis indicates that individuals high in Openness and avoid goal orientation and low in core self‐evaluations benefit the most from coaching. We contribute to the literatures on coaching effectiveness and the wider learning and development literatures by providing an empirically robust examination of the interaction between individual differences and coaching and the subsequent impact on performance. Furthermore, our findings suggest that coaching may be an effective development technique for individuals who tend to perform less well in other forms of instructional learning due to their individual characteristics.