Put me in coach: A daily examination of automated coaching on need for self‐knowledge and learning goal orientation through metacognitive activities

Abstract The workplace coaching industry is growing through technology‐based applications that are designed to enhance coaching accessibility and scalability. Despite the increasing adoption of these technological innovations among practitioners, researchers have little understanding of the theoretical mechanisms by which these technologies impact coachees. Further, rigorous research examining the outcomes of these applications is lacking. This study focused specifically on automated coaching, a nascent but growing type of coaching program that allows users to access customized insights about themselves and their colleagues in a digital application. We applied objective self‐awareness theory to examine how engagement in an automated coaching platform facilitates self‐reflective processes on a day‐to‐day basis. In an experience sampling study of 84 employed users of an automated coaching platform, we found that engagement in automated coaching significantly increased metacognitive activities on a daily basis. Further, these effects spilled over, positively influencing the next‐day need for self‐knowledge and learning goal orientation. We discuss the theoretical and practical implications of these findings as they relate to workplace coaching.