This paper proposes a new theory of team coaching with three distinguishing features: (1) it focuses on the functions that coaching serves for a team rather than specific leader behaviors, (2) it identifies when coaching interventions are most effective during the task performance process, and (3) it explains when team-focused coaching is likely to facilitate performance. The paper reviews existing approaches to team coaching and draws on them to develop testable propositions for a comprehensive research-based model of effective team coaching.
After briefly reviewing the existing literature on team coaching, we propose a new
model with three distinguishing features. The model (1) focuses on the functions that
coaching serves for a team, rather than on either specific leader behaviors or leadership
styles, (2) identifies the specific times in the task performance process when
coaching interventions are most likely to have their intended effects, and (3) explicates
the conditions under which team-focused coaching is and is not likely to
facilitate performance.
This document provides an overview of a team coaching digital masterclass. It includes definitions of team and group coaching, a literature review on factors that influence team effectiveness, and interviews with 36 experienced team coaches. The coaches emphasized developing skills in dialogue, systems thinking, group facilitation, and education. Coaches should understand client needs and recommend appropriate interventions over conceptual models. Drama techniques can create safety to discuss challenges by making it playful. Key theorists discussed include Hackman, Wageman, Hawkins, Clutterbuck, Thornton, Lencioni, and Caillet & Yeager.
The document discusses various factors that influence team effectiveness, including group psychological traits like cohesion, norms, affects, cognition, certainty, and attribution biases. It examines Belbin's team role theory and describes different types of teams. The conclusion is that cognitive and affective dimensions impact outcomes differently and that factors influencing effectiveness depend on the type of team.
A Strategic Guide For Building Effective TeamsDaniel Wachtel
This document provides a 7-step framework to guide managers in building effective teams. The framework assumes managers can facilitate team development through day-to-day interactions. Step 1 involves identifying characteristics predictive of team success. Step 2 measures an existing team's characteristics to identify deficiencies in Step 3. Step 4 selects interventions to address deficiencies, while Step 5 identifies interventions to overcome deficiencies. Step 6 selects intervention strategies, and Step 7 implements and assesses improvements. The framework is intended to guide managers in an ongoing, iterative team-building process.
This document provides an overview of a university tutorial on motivation principles at work and the nature of work groups. It was compiled by Dr. Shanthi Bavani and covers the following topics:
- Theories of motivation and its relationship to performance
- Stages of group and team development from forming to adjourning
- Characteristics of effective teams and how to reduce issues like social loafing and groupthink
- Equity theory and how managers can use it to motivate employees
Students are assigned to discuss questions in groups about these topics and choose a spokesperson to present answers. Being prepared is emphasized.
After briefly reviewing the existing literature on team coaching, we propose a new
model with three distinguishing features. The model (1) focuses on the functions that
coaching serves for a team, rather than on either specific leader behaviors or leadership
styles, (2) identifies the specific times in the task performance process when
coaching interventions are most likely to have their intended effects, and (3) explicates
the conditions under which team-focused coaching is and is not likely to
facilitate performance.
This document provides an overview of a team coaching digital masterclass. It includes definitions of team and group coaching, a literature review on factors that influence team effectiveness, and interviews with 36 experienced team coaches. The coaches emphasized developing skills in dialogue, systems thinking, group facilitation, and education. Coaches should understand client needs and recommend appropriate interventions over conceptual models. Drama techniques can create safety to discuss challenges by making it playful. Key theorists discussed include Hackman, Wageman, Hawkins, Clutterbuck, Thornton, Lencioni, and Caillet & Yeager.
The document discusses various factors that influence team effectiveness, including group psychological traits like cohesion, norms, affects, cognition, certainty, and attribution biases. It examines Belbin's team role theory and describes different types of teams. The conclusion is that cognitive and affective dimensions impact outcomes differently and that factors influencing effectiveness depend on the type of team.
A Strategic Guide For Building Effective TeamsDaniel Wachtel
This document provides a 7-step framework to guide managers in building effective teams. The framework assumes managers can facilitate team development through day-to-day interactions. Step 1 involves identifying characteristics predictive of team success. Step 2 measures an existing team's characteristics to identify deficiencies in Step 3. Step 4 selects interventions to address deficiencies, while Step 5 identifies interventions to overcome deficiencies. Step 6 selects intervention strategies, and Step 7 implements and assesses improvements. The framework is intended to guide managers in an ongoing, iterative team-building process.
This document provides an overview of a university tutorial on motivation principles at work and the nature of work groups. It was compiled by Dr. Shanthi Bavani and covers the following topics:
- Theories of motivation and its relationship to performance
- Stages of group and team development from forming to adjourning
- Characteristics of effective teams and how to reduce issues like social loafing and groupthink
- Equity theory and how managers can use it to motivate employees
Students are assigned to discuss questions in groups about these topics and choose a spokesperson to present answers. Being prepared is emphasized.
The relationship between Transformational Leadership and Work Gr.docxoreo10
The relationship between Transformational Leadership and Work Group Performance
1.0 The Study Objective:
The study aims to examine the following research Hypothesis:
Transformational leadership positively predicts work group performance.
2.0 Theoretical Background
2.1 Transformational Leadership
Transformational leadership is defined as a process that changes and transforms people, and comprises an exceptional form of influence, resulting in the achievement of higher levels of performance amongst followers than previously thought possible (Bass, 1990). People who exhibit transformational leadership often have a strong idealised influence (charisma), as well as a strong set of internal values and ideas. In addition, they are effective at motivating followers in ways that promote the greater good, as opposed to their own self-interest (Bass, 1990; Bass & Avolio, 1994). Bass and Avolio (2000) identify five components of transformational leadership traits and behaviours, which are theoretically and empirically related (Avolio & Bass, 1995). Those components are:
a. Idealised influence (attributed) is the degree to which leaders behave in a charismatic way, which subsequently causes followers to admire, respect and trust them. Charismatic leaders excite, arouse and inspire their followers to the point that the relationship between the leader and the follower becomes one based on personal understanding, as opposed to one based on formal rules, regulations, rewards or punishments. The leader shares risk with followers, and is consistent in conducting with underlying values and principles. However, Bass (1985) considers charisma a necessary but not sufficient condition for transformational leadership.
b. Idealised influence (behavioural) refers to the charismatic actions of the leader, whereby followers transcend their self-interest for the sake of the organisation and accordingly develop a collective sense of mission and purpose.
c. Inspirational motivation refers to leaders’ behaviours to motivate those around them through the provision of meaning and the articulation of appealing visions. Inspirational leaders demonstrate self-determination and commitment to attain objectives and thereby achieve their vision. Such leaders provide an emotional appeal to increase awareness and an understanding of mutually desired goals amongst their followers.
d. Intellectual stimulation is the degree to which leaders stimulate their followers to think critically and to be innovative and creative. Such leaders do not criticise individual members’ mistakes; rather, they provide followers with challenging new ideas. As a result, followers become critical in their problem-solving and tend to have enhanced thought processes.
e. Individualised consideration is the degree to which leaders pay attention to followers’ needs, provide support and encouragement, act as mentors or coaches, and listen to followers’ concerns. A leader displaying individualised considera ...
· Assignment 2: Coaching Model
Due Week 6 and worth 250 points
For this assignment, consider the organization where you currently work or an organization where you may have worked in the past as a point of reference for evaluating the coaching model and team-based performance.
(Note: You may create and / or make all necessary assumptions needed for the completion of these assignments. In your original work, you may use aspects of existing processes from either your current or a former place of employment. However, you must remove any and all identifying information that would enable someone to discern the organization[s] that you have used.)
Write a five to seven (5-7) page paper in which you:
1. Classify the selected organization’s approach to coaching as it relates to one (1) of the following: Ad Hoc Coaching, Managing Coaching, Proactive Coaching, or Strategic Coaching (ATTACHED BELOW). Judge the extent to which the identified coaching model has worked to optimize the organization’s performance management activities.
2. Recommend three (3) practices to improve the selected organization’s current performance from Table 4.3: Best Practices for Manager-Coaches in the textbook (ATTACHED BELOW). Justify each element as it relates to optimizing performance.
3. Construct five (5) best practices that would maximize team-based performance in the selected organization. Specify the primary manner in which each practice aligns with the organization’s overall goals and vision.
4. Use three (3) external sources to support your responses. Note: Wikipedia and other Websites do not qualify as academic resources.
Your assignment must follow these formatting requirements:
· Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
· Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
The specific course learning outcomes associated with this assignment are:
· Develop a coaching model that optimizes performance management activities.
· Debate the team-based performance management best practices.
· Use technology and information resources to research issues in performance management.
· Write clearly and concisely about performance management using proper writing
mechanics.
Organizational Approaches to Coaching: Four Stages
To set the stage for what is happening in many organizations today, consider a continuum of organizational approaches to coaching that evolves from completely unstructured and ad hoc to relatively strategic and systemic (Peterson & Little, 2008; see also Clutterbuck & Megginson, 2005; Hunt & Weintraub, 2007; Underhill, McAnally, & Koriath, 2007; Valerio & Lee, 2005).
Stage 1: Ad Hoc Coaching—Driven .
This chapter discusses key aspects of designing effective training systems. It outlines critical issues in training like learning, pre-training work, and post-training work. It describes the tasks of a training system and the dynamics of developing training systems through six activities. It also discusses the importance of the training environment and using action research with a feedback model to improve training, with trainer-researchers playing a key role.
leadership in teams:a functional approach to understanding leadership struct...mahmood khan
This document discusses leadership in teams and identifies key leadership functions during different phases of team performance cycles. It notes that team performance cycles have transition and action phases. During the transition phase, important leadership functions are composing the team, defining the mission, establishing expectations and goals, structuring and planning, training and developing the team, sense making, and providing feedback. During the action phase, key leadership functions are monitoring the team, managing team boundaries, challenging the team, performing the team task, solving problems, providing resources, encouraging team self-management, and supporting the social climate. The document provides details on each of these leadership functions and their importance for increasing team effectiveness and improving performance.
This document discusses team coaching mindsets and practices. It begins by contrasting individual coaching with team coaching, noting key differences in approach. Five team coaching mindsets are presented that are necessary for effective team coaching: understanding teams as systems rather than just collections of individuals, examining whether the group truly needs to function as an interdependent team, focusing on team goals and processes rather than individual development, considering the team as the client rather than any one member, and facilitating team self-coaching.
This document discusses team coaching mindsets that are important for effective team coaching. It contrasts coaching individuals versus coaching teams, noting that teams are systems where behaviors are influenced by contextual and cultural factors rather than just individual attributes. It presents five key mindsets for team coaching: 1) thinking about the team as a whole system rather than just individuals; 2) recognizing that everyone on the team shares responsibility for outcomes, not just individuals; 3) using emotion as information about the team system rather than just individual reactions; 4) enhancing shared sensemaking rather than just individual knowledge; and 5) creating psychological safety for the team rather than just the coaching relationship. Examples are given of applying these mindsets in team coaching interventions.
This document describes assessment, training, and coaching services provided by Dr. Christine Leclerc-Sherling to help organizations improve peace and reduce violence within their culture. The services include an Organizational Peace and Violence Attitudes Assessment that analyzes organizational documents and conducts interviews to understand dynamics and make recommendations. Training includes presentations and small group sessions to address issues impacting the organizational mission. Coaching services provide confidential sessions for employees to address tensions between their work and the mission. The document outlines the processes, assumptions, and methods for each service.
This document discusses organizational behavior at the group level. It begins by defining groups and teams, and explaining that executive teams are like baseball teams where members work individually and collaboratively in different configurations. It then covers group dynamics theory, including roles that group members take on like task facilitation and relationship building. The document also discusses group process models, including Tuckman's stages of forming, storming, norming, and performing, and how effective management can employ strategies aligned with the developmental stages.
Case Study Improving Responses to Medical Errors With Organizatio.docxtroutmanboris
Case Study: Improving Responses to Medical Errors With Organizational Behavior Management
A 146-bed general acute care community hospital in southwest Virginia conducted an assessment of patient safety needs and thevarious organizational behavioral management techniques used by hospital managers in response to the nine most frequentlyreported patient safety events. The most frequently reported category of patient safety events (errors) was procedure/treatmentvariance, and the least effective management responses were to witnessed falls. The organizational behavioral managementintervention therefore selected managers’ follow-up responses to procedure/treatment variance and witnessed falls as targets.
Managers first received the results of the needs assessment, then were instructed to (a) respond to the two targeted event types withcorrective-action communication combined with individual and group behavior-based feedback and (b) use positive recognition tosupport behavior that prevented harm, including reporting events. For the 3-month intervention period, researchers Cunninghamand Geller (2011) reviewed 361 patient safety event follow-up descriptions, with a total of 527 interventions that achieved thefollowing results:
1. Reports of targeted event types increased in the first month of intervention, then decreased in subsequent months, indicatingthat the intervention increased employees’ sensitivity to the need to report close calls and learn from them.
2. The two targeted events displayed opposite trends in impact scores associated with managers’ follow-up actions during theintervention phase. The impact scores for follow-up behaviors for procedure/treatment variance increased sharply in the firstmonth, then gradually declined in the next 2 months. In contrast, impact scores for follow-up behaviors for witnessed fallsincreased slightly in month one, then sharply in subsequent months.
3. Managers significantly increased use of individual and group feedback during the intervention phase and decreased use of nointervention, a significant improvement in the management of patient safety errors. Especially significant was the increased useof group feedback.
4. Participating managers and health care workers expressed positive perceptions of the intervention techniques used and relatedoutcomes. Managers received summaries of the monthly events and intervention follow-up reports at monthly managers’meetings and were encouraged to share them with their employees. Intervention perception survey results found that bothmanagers and workers perceived an increase in managers delivering praise for behaviors to prevent harm than deliveringreprimands for errors.
This study demonstrates the benefits of applying an evidence-based intervention strategy by teaching health care managers to (a)communicate more effectively in follow-up responses to patient safety events, (b) more carefully document their follow-up actions tolearn what intervention behaviors do most t.
This document provides a literature review and research design for a case study examining the process of transitioning a team within a hierarchical company to become self-managing. The research aims to study how employee engagement, satisfaction, and team effectiveness are impacted by the shift to self-management. It also seeks to understand the role of managers during the transition process and any struggles teams commonly face. The conceptual framework draws from several relevant theories on team development, work motivation, and management vs self-organization. A case study of a team shifting to self-management at a Rabobank will be analyzed against this framework.
Coaching is described as a professional development tool to help individuals achieve goals and improve performance. It involves observing performance, modeling skills, advising, and problem-solving. Effective coaching includes setting goals, providing feedback, and reflecting on practice. Coaches should be experienced in the subject matter and have strong communication, observation, and feedback skills. Coaching can be delivered individually or in groups and is most effective when focused on specific skills or goals through observation and feedback in the workplace.
This document summarizes a presentation about diagnosing groups at the organizational level. It defines key terms like organization design and groups. It then explains that diagnosis is understanding how a group currently functions to design interventions for change. It presents a comprehensive diagnostic model with five major components: goal clarity, task structure, group composition, team functioning, and performance norms. The model also includes inputs like organization design, technology, and human resources as well as outputs of group effectiveness measured by performance and quality of work life. The summary provides an overview of the diagnostic process for understanding and improving group functioning within organizations.
Coaching, mentoring, and sponsorship are strategies to develop employees. Coaching is task-oriented and focuses on performance improvement through short-term goals. Mentoring is relationship-oriented and involves a senior employee guiding a junior one. Sponsorship is a higher level of mentoring where a high-status employee advocates for another's advancement. When choosing a strategy, companies should consider what environment will best help employees grow, such as whether individual relationships or team efforts are more suitable. The process used should benefit both employees and the company.
This is the handout describing the Kantor four-player model as shared by Don Gray @AgileRtp, used by Catherine Louis to analysis good leadership teaming abilities at the Agile Coach Camp in Durham, NC March 20, 2010
BrentCase Study Analysis of Globalized WorkforcesModern lead.docxjackiewalcutt
Brent
Case Study Analysis of Globalized Workforces
Modern leaders of globalized workforces face new challenges in developing leadership, engagement, and measuring performance and outcomes. As more workforces are working remote, different geographical locals, and time zones, the ability to establish a leadership structure to improve engagement and performance is increasingly more difficult (Northouse, 2016). As presented in the case by Dr. Craig Marsh, the need to establish a leadership structure to manage the past and future growth of the business was critical (Laureate Education, 2016c). Marsh developed three objectives which focused on employee engagement, performance management, and leadership structure (Laureate Education, 2016c). The employee engagement aspect was positive and yielded longevity amongst the contractors. The practitioner research by Perrin applied to the challenge of non-employee engagement and discussed below. Also, presented below is a proposal for an alternative solution for performance management.
Employee engagement
The employee engagement was challenged by the global workforce that was not a direct employee but rather a temporary contractor (Laureate Education, 2016c). The leadership had to develop methods to make the non-employees feel part of the organization. The establishment of the center of excellence website was effective in building engagement. A leader must provide an ability for employees to see the value of others works and to develop a commitment to the processes and services of the company (Westcott, 2014). Perrin (2007) highlighted three elements of employee engagement that fit the case which are rational/cognitive understanding, emotional/affective attachment, and motivation/willingness. Marsh used the three elements in the development of the center of excellence thus increasing the tenure of non-employees.
Performance management
The performance management and leadership structure impacted each other. The dashboard principle used by Marsh, although yielded positive results, the underlining front line management was not improving. The challenge with performance tools is the acceptance of the specific areas of measurement, use of the measurement results for future development, and balancing the impact of the negative results with coaching (Dusterhoff, Cunningham, & MacGregor, 2014). The employees that view the performance measurement as justified and morally right accept the measurement (Dusterhoff et al., 2014). The alternative, those employees that disagree with the measurement are not likely to provide accurate information (Dusterhoff et al., 2014). As indicated, the front line leadership’s views are not a part of the performance measurement dashboard. As a result, the dashboard did not indicate the issues with front-line managers ability to coach.
From experience, single page dashboards with three color indicators rarely tell the whole story. The use of a limited set of measurements is not indic.
The Efficacy of Executive Coaching inTimes of Organisational.docxtodd701
This study examined the impact of executive coaching on 31 executives during a period of organizational change at a global engineering firm. The executives participated in executive coaching sessions over 4 months. The study found that executive coaching was associated with:
1) Increased goal attainment, enhanced solution-focused thinking, and a greater ability to deal with change.
2) Increased leadership self-efficacy and resilience and a decrease in depression.
3) Positive impacts that generalized to non-work areas like family life.
The study provides empirical evidence that executive coaching can help executives develop skills needed to navigate organizational change.
This document summarizes an article that examines how empowering leadership in management teams relates to knowledge sharing, team efficacy, and team performance. The study surveyed management teams in 102 U.S. hotel properties. The results showed that empowering leadership was positively related to both knowledge sharing and team efficacy within teams, which in turn were both positively related to higher team performance as measured by a time-lagged market-based source. The study aimed to provide greater understanding of how empowering leadership can improve team processes and states that ultimately enhance team performance.
For the West Coast Transit marketing team were made and now yo.docxAKHIL969626
For the West Coast Transit marketing team were made and now your job is to present
the recommendation to your director. Surprisingly though, a directive is issued
informing management that only four people will be able to staff the team, which will of
course increase the pressure finalizing the selection.
Consider the vision for a successful West Coast Transit marketing team composed in
Topic 3. Narrow down the team selection to four individuals for presentation to the
director. Decide which strategies will be most effective for leading the agreed-upon
team. Compose a PowerPoint presentation (10-12 slides) with a justification for the team
selection and summary of the decision-making process that addresses the following:
1. Who are the four team members, and what was the primary reason each person
was selected?
2. What are the primary strengths of the team? What are its potential weaknesses?
How positive is the management team about the team's potential? Justify your
answers with evidence from "West Coast Transit Team Member Profiles."
3. What strategies will be most effective for motivating the team, managing
conflict, and ensuring its success? Cite specific motivational theories, conflict-
resolution strategies, and leadership strategies in your answer.
4. How difficult was it to come to a decision regarding team selection? Which
potential team member was most difficult to come to a consensus about? Why?
5. Justify how the selected team embodies the values of Conscious Capitalism how
the tenet of stakeholder orientation played a role in the team selection process.
6. Describe how value is created for each stakeholder, and in what ways will the
team positively impact the business as a whole?
7.
You are required to use at least three academic references to support your reasoning for
the team selection process.
_______________________________________________________________
_______________________________________________________________
Report Information from ProQuest
December 30 2016 18:48
_______________________________________________________________
30 December 2016 ProQuest
Table of contents
1. Social work perceptions of transformational and transactional leadership in health care............................ 1
Bibliography...................................................................................................................................................... 11
30 December 2016 ii ProQuest
Document 1 of 1
Social work perceptions of transformational and transactional leadership in health care
Author: Gellis, Zvi D
ProQuest document link
Abstract: Despite the resurgence of leadership research, few investigations have examined the association
between leadership behaviors and organizational performance in the social work field. The purpose of this study
Wa's to evaluate empirically a model that delineates two types of leadership processes, transformational and
transactional leadership, within socia ...
Newspaper Report Writing - Examples, Format, Pdf ExaCheryl Brown
The document provides instructions for requesting writing assistance from HelpWriting.net, including creating an account, completing an order form with instructions and deadline, and reviewing writer bids before selecting one and placing a deposit to start the assignment. Customers can then review the completed paper and request revisions if needed, with the company promising original, high-quality content and refunds for plagiarized work.
How To Use A Kindle Paperwhite On And Off -Cheryl Brown
The Great Depression of the 1930s was the worst economic crisis in US history. It had worldwide impacts and raised questions about how to recover. Franklin Roosevelt was elected in 1932 based on his New Deal programs to combat the depression through relief, recovery, and reform. The Social Security Act had the most significant impact by establishing retirement benefits and unemployment insurance, laying the foundation for the modern US social welfare system.
The relationship between Transformational Leadership and Work Gr.docxoreo10
The relationship between Transformational Leadership and Work Group Performance
1.0 The Study Objective:
The study aims to examine the following research Hypothesis:
Transformational leadership positively predicts work group performance.
2.0 Theoretical Background
2.1 Transformational Leadership
Transformational leadership is defined as a process that changes and transforms people, and comprises an exceptional form of influence, resulting in the achievement of higher levels of performance amongst followers than previously thought possible (Bass, 1990). People who exhibit transformational leadership often have a strong idealised influence (charisma), as well as a strong set of internal values and ideas. In addition, they are effective at motivating followers in ways that promote the greater good, as opposed to their own self-interest (Bass, 1990; Bass & Avolio, 1994). Bass and Avolio (2000) identify five components of transformational leadership traits and behaviours, which are theoretically and empirically related (Avolio & Bass, 1995). Those components are:
a. Idealised influence (attributed) is the degree to which leaders behave in a charismatic way, which subsequently causes followers to admire, respect and trust them. Charismatic leaders excite, arouse and inspire their followers to the point that the relationship between the leader and the follower becomes one based on personal understanding, as opposed to one based on formal rules, regulations, rewards or punishments. The leader shares risk with followers, and is consistent in conducting with underlying values and principles. However, Bass (1985) considers charisma a necessary but not sufficient condition for transformational leadership.
b. Idealised influence (behavioural) refers to the charismatic actions of the leader, whereby followers transcend their self-interest for the sake of the organisation and accordingly develop a collective sense of mission and purpose.
c. Inspirational motivation refers to leaders’ behaviours to motivate those around them through the provision of meaning and the articulation of appealing visions. Inspirational leaders demonstrate self-determination and commitment to attain objectives and thereby achieve their vision. Such leaders provide an emotional appeal to increase awareness and an understanding of mutually desired goals amongst their followers.
d. Intellectual stimulation is the degree to which leaders stimulate their followers to think critically and to be innovative and creative. Such leaders do not criticise individual members’ mistakes; rather, they provide followers with challenging new ideas. As a result, followers become critical in their problem-solving and tend to have enhanced thought processes.
e. Individualised consideration is the degree to which leaders pay attention to followers’ needs, provide support and encouragement, act as mentors or coaches, and listen to followers’ concerns. A leader displaying individualised considera ...
· Assignment 2: Coaching Model
Due Week 6 and worth 250 points
For this assignment, consider the organization where you currently work or an organization where you may have worked in the past as a point of reference for evaluating the coaching model and team-based performance.
(Note: You may create and / or make all necessary assumptions needed for the completion of these assignments. In your original work, you may use aspects of existing processes from either your current or a former place of employment. However, you must remove any and all identifying information that would enable someone to discern the organization[s] that you have used.)
Write a five to seven (5-7) page paper in which you:
1. Classify the selected organization’s approach to coaching as it relates to one (1) of the following: Ad Hoc Coaching, Managing Coaching, Proactive Coaching, or Strategic Coaching (ATTACHED BELOW). Judge the extent to which the identified coaching model has worked to optimize the organization’s performance management activities.
2. Recommend three (3) practices to improve the selected organization’s current performance from Table 4.3: Best Practices for Manager-Coaches in the textbook (ATTACHED BELOW). Justify each element as it relates to optimizing performance.
3. Construct five (5) best practices that would maximize team-based performance in the selected organization. Specify the primary manner in which each practice aligns with the organization’s overall goals and vision.
4. Use three (3) external sources to support your responses. Note: Wikipedia and other Websites do not qualify as academic resources.
Your assignment must follow these formatting requirements:
· Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
· Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
The specific course learning outcomes associated with this assignment are:
· Develop a coaching model that optimizes performance management activities.
· Debate the team-based performance management best practices.
· Use technology and information resources to research issues in performance management.
· Write clearly and concisely about performance management using proper writing
mechanics.
Organizational Approaches to Coaching: Four Stages
To set the stage for what is happening in many organizations today, consider a continuum of organizational approaches to coaching that evolves from completely unstructured and ad hoc to relatively strategic and systemic (Peterson & Little, 2008; see also Clutterbuck & Megginson, 2005; Hunt & Weintraub, 2007; Underhill, McAnally, & Koriath, 2007; Valerio & Lee, 2005).
Stage 1: Ad Hoc Coaching—Driven .
This chapter discusses key aspects of designing effective training systems. It outlines critical issues in training like learning, pre-training work, and post-training work. It describes the tasks of a training system and the dynamics of developing training systems through six activities. It also discusses the importance of the training environment and using action research with a feedback model to improve training, with trainer-researchers playing a key role.
leadership in teams:a functional approach to understanding leadership struct...mahmood khan
This document discusses leadership in teams and identifies key leadership functions during different phases of team performance cycles. It notes that team performance cycles have transition and action phases. During the transition phase, important leadership functions are composing the team, defining the mission, establishing expectations and goals, structuring and planning, training and developing the team, sense making, and providing feedback. During the action phase, key leadership functions are monitoring the team, managing team boundaries, challenging the team, performing the team task, solving problems, providing resources, encouraging team self-management, and supporting the social climate. The document provides details on each of these leadership functions and their importance for increasing team effectiveness and improving performance.
This document discusses team coaching mindsets and practices. It begins by contrasting individual coaching with team coaching, noting key differences in approach. Five team coaching mindsets are presented that are necessary for effective team coaching: understanding teams as systems rather than just collections of individuals, examining whether the group truly needs to function as an interdependent team, focusing on team goals and processes rather than individual development, considering the team as the client rather than any one member, and facilitating team self-coaching.
This document discusses team coaching mindsets that are important for effective team coaching. It contrasts coaching individuals versus coaching teams, noting that teams are systems where behaviors are influenced by contextual and cultural factors rather than just individual attributes. It presents five key mindsets for team coaching: 1) thinking about the team as a whole system rather than just individuals; 2) recognizing that everyone on the team shares responsibility for outcomes, not just individuals; 3) using emotion as information about the team system rather than just individual reactions; 4) enhancing shared sensemaking rather than just individual knowledge; and 5) creating psychological safety for the team rather than just the coaching relationship. Examples are given of applying these mindsets in team coaching interventions.
This document describes assessment, training, and coaching services provided by Dr. Christine Leclerc-Sherling to help organizations improve peace and reduce violence within their culture. The services include an Organizational Peace and Violence Attitudes Assessment that analyzes organizational documents and conducts interviews to understand dynamics and make recommendations. Training includes presentations and small group sessions to address issues impacting the organizational mission. Coaching services provide confidential sessions for employees to address tensions between their work and the mission. The document outlines the processes, assumptions, and methods for each service.
This document discusses organizational behavior at the group level. It begins by defining groups and teams, and explaining that executive teams are like baseball teams where members work individually and collaboratively in different configurations. It then covers group dynamics theory, including roles that group members take on like task facilitation and relationship building. The document also discusses group process models, including Tuckman's stages of forming, storming, norming, and performing, and how effective management can employ strategies aligned with the developmental stages.
Case Study Improving Responses to Medical Errors With Organizatio.docxtroutmanboris
Case Study: Improving Responses to Medical Errors With Organizational Behavior Management
A 146-bed general acute care community hospital in southwest Virginia conducted an assessment of patient safety needs and thevarious organizational behavioral management techniques used by hospital managers in response to the nine most frequentlyreported patient safety events. The most frequently reported category of patient safety events (errors) was procedure/treatmentvariance, and the least effective management responses were to witnessed falls. The organizational behavioral managementintervention therefore selected managers’ follow-up responses to procedure/treatment variance and witnessed falls as targets.
Managers first received the results of the needs assessment, then were instructed to (a) respond to the two targeted event types withcorrective-action communication combined with individual and group behavior-based feedback and (b) use positive recognition tosupport behavior that prevented harm, including reporting events. For the 3-month intervention period, researchers Cunninghamand Geller (2011) reviewed 361 patient safety event follow-up descriptions, with a total of 527 interventions that achieved thefollowing results:
1. Reports of targeted event types increased in the first month of intervention, then decreased in subsequent months, indicatingthat the intervention increased employees’ sensitivity to the need to report close calls and learn from them.
2. The two targeted events displayed opposite trends in impact scores associated with managers’ follow-up actions during theintervention phase. The impact scores for follow-up behaviors for procedure/treatment variance increased sharply in the firstmonth, then gradually declined in the next 2 months. In contrast, impact scores for follow-up behaviors for witnessed fallsincreased slightly in month one, then sharply in subsequent months.
3. Managers significantly increased use of individual and group feedback during the intervention phase and decreased use of nointervention, a significant improvement in the management of patient safety errors. Especially significant was the increased useof group feedback.
4. Participating managers and health care workers expressed positive perceptions of the intervention techniques used and relatedoutcomes. Managers received summaries of the monthly events and intervention follow-up reports at monthly managers’meetings and were encouraged to share them with their employees. Intervention perception survey results found that bothmanagers and workers perceived an increase in managers delivering praise for behaviors to prevent harm than deliveringreprimands for errors.
This study demonstrates the benefits of applying an evidence-based intervention strategy by teaching health care managers to (a)communicate more effectively in follow-up responses to patient safety events, (b) more carefully document their follow-up actions tolearn what intervention behaviors do most t.
This document provides a literature review and research design for a case study examining the process of transitioning a team within a hierarchical company to become self-managing. The research aims to study how employee engagement, satisfaction, and team effectiveness are impacted by the shift to self-management. It also seeks to understand the role of managers during the transition process and any struggles teams commonly face. The conceptual framework draws from several relevant theories on team development, work motivation, and management vs self-organization. A case study of a team shifting to self-management at a Rabobank will be analyzed against this framework.
Coaching is described as a professional development tool to help individuals achieve goals and improve performance. It involves observing performance, modeling skills, advising, and problem-solving. Effective coaching includes setting goals, providing feedback, and reflecting on practice. Coaches should be experienced in the subject matter and have strong communication, observation, and feedback skills. Coaching can be delivered individually or in groups and is most effective when focused on specific skills or goals through observation and feedback in the workplace.
This document summarizes a presentation about diagnosing groups at the organizational level. It defines key terms like organization design and groups. It then explains that diagnosis is understanding how a group currently functions to design interventions for change. It presents a comprehensive diagnostic model with five major components: goal clarity, task structure, group composition, team functioning, and performance norms. The model also includes inputs like organization design, technology, and human resources as well as outputs of group effectiveness measured by performance and quality of work life. The summary provides an overview of the diagnostic process for understanding and improving group functioning within organizations.
Coaching, mentoring, and sponsorship are strategies to develop employees. Coaching is task-oriented and focuses on performance improvement through short-term goals. Mentoring is relationship-oriented and involves a senior employee guiding a junior one. Sponsorship is a higher level of mentoring where a high-status employee advocates for another's advancement. When choosing a strategy, companies should consider what environment will best help employees grow, such as whether individual relationships or team efforts are more suitable. The process used should benefit both employees and the company.
This is the handout describing the Kantor four-player model as shared by Don Gray @AgileRtp, used by Catherine Louis to analysis good leadership teaming abilities at the Agile Coach Camp in Durham, NC March 20, 2010
BrentCase Study Analysis of Globalized WorkforcesModern lead.docxjackiewalcutt
Brent
Case Study Analysis of Globalized Workforces
Modern leaders of globalized workforces face new challenges in developing leadership, engagement, and measuring performance and outcomes. As more workforces are working remote, different geographical locals, and time zones, the ability to establish a leadership structure to improve engagement and performance is increasingly more difficult (Northouse, 2016). As presented in the case by Dr. Craig Marsh, the need to establish a leadership structure to manage the past and future growth of the business was critical (Laureate Education, 2016c). Marsh developed three objectives which focused on employee engagement, performance management, and leadership structure (Laureate Education, 2016c). The employee engagement aspect was positive and yielded longevity amongst the contractors. The practitioner research by Perrin applied to the challenge of non-employee engagement and discussed below. Also, presented below is a proposal for an alternative solution for performance management.
Employee engagement
The employee engagement was challenged by the global workforce that was not a direct employee but rather a temporary contractor (Laureate Education, 2016c). The leadership had to develop methods to make the non-employees feel part of the organization. The establishment of the center of excellence website was effective in building engagement. A leader must provide an ability for employees to see the value of others works and to develop a commitment to the processes and services of the company (Westcott, 2014). Perrin (2007) highlighted three elements of employee engagement that fit the case which are rational/cognitive understanding, emotional/affective attachment, and motivation/willingness. Marsh used the three elements in the development of the center of excellence thus increasing the tenure of non-employees.
Performance management
The performance management and leadership structure impacted each other. The dashboard principle used by Marsh, although yielded positive results, the underlining front line management was not improving. The challenge with performance tools is the acceptance of the specific areas of measurement, use of the measurement results for future development, and balancing the impact of the negative results with coaching (Dusterhoff, Cunningham, & MacGregor, 2014). The employees that view the performance measurement as justified and morally right accept the measurement (Dusterhoff et al., 2014). The alternative, those employees that disagree with the measurement are not likely to provide accurate information (Dusterhoff et al., 2014). As indicated, the front line leadership’s views are not a part of the performance measurement dashboard. As a result, the dashboard did not indicate the issues with front-line managers ability to coach.
From experience, single page dashboards with three color indicators rarely tell the whole story. The use of a limited set of measurements is not indic.
The Efficacy of Executive Coaching inTimes of Organisational.docxtodd701
This study examined the impact of executive coaching on 31 executives during a period of organizational change at a global engineering firm. The executives participated in executive coaching sessions over 4 months. The study found that executive coaching was associated with:
1) Increased goal attainment, enhanced solution-focused thinking, and a greater ability to deal with change.
2) Increased leadership self-efficacy and resilience and a decrease in depression.
3) Positive impacts that generalized to non-work areas like family life.
The study provides empirical evidence that executive coaching can help executives develop skills needed to navigate organizational change.
This document summarizes an article that examines how empowering leadership in management teams relates to knowledge sharing, team efficacy, and team performance. The study surveyed management teams in 102 U.S. hotel properties. The results showed that empowering leadership was positively related to both knowledge sharing and team efficacy within teams, which in turn were both positively related to higher team performance as measured by a time-lagged market-based source. The study aimed to provide greater understanding of how empowering leadership can improve team processes and states that ultimately enhance team performance.
For the West Coast Transit marketing team were made and now yo.docxAKHIL969626
For the West Coast Transit marketing team were made and now your job is to present
the recommendation to your director. Surprisingly though, a directive is issued
informing management that only four people will be able to staff the team, which will of
course increase the pressure finalizing the selection.
Consider the vision for a successful West Coast Transit marketing team composed in
Topic 3. Narrow down the team selection to four individuals for presentation to the
director. Decide which strategies will be most effective for leading the agreed-upon
team. Compose a PowerPoint presentation (10-12 slides) with a justification for the team
selection and summary of the decision-making process that addresses the following:
1. Who are the four team members, and what was the primary reason each person
was selected?
2. What are the primary strengths of the team? What are its potential weaknesses?
How positive is the management team about the team's potential? Justify your
answers with evidence from "West Coast Transit Team Member Profiles."
3. What strategies will be most effective for motivating the team, managing
conflict, and ensuring its success? Cite specific motivational theories, conflict-
resolution strategies, and leadership strategies in your answer.
4. How difficult was it to come to a decision regarding team selection? Which
potential team member was most difficult to come to a consensus about? Why?
5. Justify how the selected team embodies the values of Conscious Capitalism how
the tenet of stakeholder orientation played a role in the team selection process.
6. Describe how value is created for each stakeholder, and in what ways will the
team positively impact the business as a whole?
7.
You are required to use at least three academic references to support your reasoning for
the team selection process.
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Report Information from ProQuest
December 30 2016 18:48
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30 December 2016 ProQuest
Table of contents
1. Social work perceptions of transformational and transactional leadership in health care............................ 1
Bibliography...................................................................................................................................................... 11
30 December 2016 ii ProQuest
Document 1 of 1
Social work perceptions of transformational and transactional leadership in health care
Author: Gellis, Zvi D
ProQuest document link
Abstract: Despite the resurgence of leadership research, few investigations have examined the association
between leadership behaviors and organizational performance in the social work field. The purpose of this study
Wa's to evaluate empirically a model that delineates two types of leadership processes, transformational and
transactional leadership, within socia ...
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The document provides instructions for requesting writing assistance from HelpWriting.net, including creating an account, completing an order form with instructions and deadline, and reviewing writer bids before selecting one and placing a deposit to start the assignment. Customers can then review the completed paper and request revisions if needed, with the company promising original, high-quality content and refunds for plagiarized work.
How To Use A Kindle Paperwhite On And Off -Cheryl Brown
The Great Depression of the 1930s was the worst economic crisis in US history. It had worldwide impacts and raised questions about how to recover. Franklin Roosevelt was elected in 1932 based on his New Deal programs to combat the depression through relief, recovery, and reform. The Social Security Act had the most significant impact by establishing retirement benefits and unemployment insurance, laying the foundation for the modern US social welfare system.
Bat Writing Template Bat Template, Writing TemplatCheryl Brown
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The document provides guidance on how to teach first grade students to rationally count from 1 to 15. It explains that rational counting requires understanding one-to-one correspondence, stable order, order irrelevance, and cardinality. The teacher would ensure mastery by modeling counting aloud and having students repeat, using physical objects to demonstrate one-to-one correspondence, and assessing students. Accommodations for English learners and students with learning differences are also discussed.
Family Tree Introduction Essay. My Family History ECheryl Brown
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Thesis Statement For Research Paper On DreaCheryl Brown
The document provides a comparison analysis of the plays "Life Sucks" and "Uncle Vanya". Both plays are tragicomedies that deal with themes of dissatisfaction, regret over life choices, and being stuck. While they use similar themes to criticize society, the adaptation "Life Sucks" examines the characters in greater depth, directly addresses the audience, and aims to empower the viewers more so than the original "Uncle Vanya".
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J.R. Batliboi defines the ledger as the chief book of accounts where all business transactions are ultimately classified and recorded under their respective accounts. A ledger can be maintained as a bound register, loose-leaf binder, or cards. Transactions recorded in journals or subsidiary books are posted to the relevant accounts in the ledger. The ledger ensures each account contains all transactions related to it in one place. Debit and credit rules are followed when posting transactions, with the words "To" and "By" used to indicate debit and credit sides respectively.
Where Can I Buy Parchment Writing PapeCheryl Brown
The document discusses Thomas Hobbes and Jean-Jacques Rousseau's social contract theories. Both philosophers theorized that individuals in a state of nature came together and agreed to form societies for protection and fulfillment. However, they differed in their views of human nature - Hobbes saw humans as competitive while Rousseau saw them as cooperative. The document goes on to provide more details on their social contract theories.
Pin By Emily Harris On Teach McTeachersonCheryl Brown
The document outlines the steps to get writing help from HelpWriting.net:
1. Create an account with a password and email.
2. Complete a 10-minute order form providing instructions, sources, deadline and sample work.
3. Choose a writer based on their bid, qualifications, history and feedback. Place a deposit to start.
4. Review the paper and authorize full payment if pleased, or request revisions for free. HelpWriting ensures original, high-quality work or a full refund.
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The document provides a SWOT analysis of the digital marketing agency Add3. It notes that Add3 has been in business since 2010-2011 and offers various services including on-page SEO, content marketing, social media management, and pay-per-click campaigns. The analysis highlights Add3's strengths as a certified Google partner that serves over 370 million Google ads per month, but notes it is unclear if they offer video SEO services.
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The document discusses the functions of the Earth's climate system. It outlines the key components that interact to determine climate, including the sun, oceans, atmosphere, biosphere, and energy cycle. It defines climate versus weather and explains that climate is long-term while weather is short-term. The layers of the atmosphere, including the troposphere and stratosphere, are identified along with the hydrosphere and biosphere.
The document provides steps for requesting writing assistance from HelpWriting.net, including creating an account, completing an order form with instructions and deadline, and reviewing bids from writers to select one. It notes the site uses a bidding system and stands by providing original, high-quality content or offering a refund if plagiarized. Customers can request revisions to ensure satisfaction.
Essay-Writing.Org Discount Code 2021 Coupons FresCheryl Brown
This document discusses two authors, C.S. Lewis and Robert Frost, and their perspectives on humility during the Postmodern era. Lewis believed some Christians pretend to be humble but are actually proud. He warned against worshipping an "imaginary God" to gain pride over others. Frost's poem suggests humility is difficult and people should be wary of intentions before God. Both authors offered insights on humility for Christians facing changes in the Postmodern world.
Images For Graffiti Words On Paper Graffiti WordsCheryl Brown
The document discusses the film The Invention of Lying and how it relates to the concept of El Dorado. El Dorado represents a utopian society without crime or need for government, relying on the virtue of its citizens. Similarly, in the film everyone tells the truth, trusting each other to do the same, resembling an El Dorado-like society. For such a place to exist, humans would need to demonstrate the highest virtues like honesty, courage, and justice at all times. The film imagines a world where lying does not exist, somewhat capturing the ideal nature of life in El Dorado.
The document provides instructions for requesting and obtaining writing assistance from HelpWriting.net. It outlines a 5-step process: 1) Create an account with a password and email. 2) Complete a 10-minute order form providing instructions, sources, and deadline. 3) Choose a bid from qualified writers and place a deposit to start the assignment. 4) Review the completed paper and authorize final payment if satisfied. 5) Request revisions to ensure satisfaction, and HelpWriting.net guarantees original, high-quality content or a full refund.
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SUNFLOWERS Personalised Writing Paper Set Of 20 PersCheryl Brown
The book Scorched by Mari Mancusi follows a girl named Trinity and the last dragon Emmy as they form a bond to prevent the Scorch. Trinity protects Emmy from those who want to use her, as Emmy protects Trinity. They rely on each other as Trinity tries to change the future and stop the Scorch from happening. The book explores themes of friendship, trust, and escaping those who are after them.
The document provides instructions for requesting writing assistance from HelpWriting.net. It outlines a 5-step process: 1) Create an account with a password and email. 2) Complete a 10-minute order form providing instructions, sources, and deadline. 3) Review bids from writers and select one. 4) Review the completed paper and authorize payment. 5) Request revisions to ensure satisfaction, with the option of a full refund for plagiarized work.
Can AI Read And Rate College Essays More Fairly Than HuCheryl Brown
This document discusses the benefits of youth sports participation. It begins by defining sports as activities involving physical exertion and competition. The document then states that getting kids involved in sports at a young age is important for parents to do, even if the kids don't stick with a particular sport long-term. It notes that youth sports participation has decreased by 8% according to recent data. The document promises to explain the positive benefits of youth sports involvement.
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
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THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
SWOT analysis in the project Keeping the Memory @live.pptx
A THEORY OF TEAM COACHING
1. April, 2004
A Theory of Team Coaching
J. Richard Hackman and Ruth Wageman
Harvard University Dartmouth College
Abstract
This paper proposes a theory of team coaching. After briefly reviewing existing
literature on team coaching, we propose a new model with three distinguishing
features: (a) it focusses on the functions that coaching serves for a team, rather than on
either specific leader behaviors or leadership styles; (b) it identifies the specific times
in the task performance process when coaching interventions are most likely to have
their intended effects; and (c) it explicates the conditions under which team-focussed
coaching is, and is not, likely to facilitate performance. Research evidence documents
that the impact of team coaching depends directly and substantially on the degree to
which the proper coaching functions are competently fulfilled at appropriate times and
in appropriate circumstances.
Academy of Management Review, in press.
2. A Theory of Team Coaching
J. Richard Hackman and Ruth Wageman
Harvard University Dartmouth College
Coaches help people perform tasks. Coaching is pervasive throughout the life course,
from childhood (e.g., a parent helping a child learn to ride a tricycle), through schooling (e.g., a
teacher coaching a student in the proper conduct of a chemistry experiment), and into adulthood
(e.g., a fitness coach helping with an exercise regime or a supervisor coaching an employee in
improving his or her job performance). The main body of research about coaching is found in
the training literature, and focusses almost entirely on individual skill acquisition (Fournies,
1978). Except for the many popular books and articles that extract lessons for team leaders from
the experiences of athletic coaches, relatively little has been published that specifically addresses
the coaching of task-performing teams.
We propose here a theory of team coaching that is amenable to empirical testing and
correction. The theory has three distinguishing features. One, it focusses on the functions that
coaching serves for a team rather than on either specific leader behaviors or leadership styles.
Two, it explicitly addresses the specific times in the task performance process when coaching
interventions are most likely to "take" and have their intended effects. Three, it explicitly
identifies the conditions under which team-focussed coaching is most likely to facilitate
performance. Overall, we show that the impact of team coaching--whether provided by a formal
team leader or by fellow group members--depends directly and substantially on the degree to
which the proper coaching functions are fulfilled competently at appropriate times and in
appropriate circumstances.
Team Coaching
Team coaching is an act of leadership, but it is not the only one or necessarily the most
consequential one. Team leaders engage in many different kinds of behaviors intended to foster
team effectiveness, including: (a) structuring the team and establishing its purposes, (b)
arranging for the resources a team needs for its work and removing organizational roadblocks
that impede the work, (c) helping individual members strengthen their personal contributions to
the team, and (d) working with the team as a whole to help members use their collective
resources well in pursuing team purposes.
Leaders vary in how they allocate their time and attention across these activities,
depending on their own preferences, what they believe the team most needs, and the team’s own
level of authority, initiative, and maturity. Only the last two sets of activities (c and d) are
coaching behaviors, however, focussing respectively on individual team members and on the
team as a whole. This paper deals exclusively with the fourth set, team coaching, which we
define as direct interaction with a team intended to help members make coordinated and
task-appropriate use of their collective resources in accomplishing the team's work.
-2-
3. Although team coaching is a distinct and often-consequential aspect of team leadership,
recent evidence suggests that leaders focus their behavior less on team coaching than on other
aspects of the team leadership portfolio. In a study of 268 task-performing teams in 88
organizations, Wageman and Hackman (2004) asked team leaders and members to rank the
amount of attention the team leader gave to activities in each of the four categories listed above
(with a rank of “1” signifying the greatest attention). For both leader and member reports,
coaching the team as a whole came in last (the combined mean ranks were: structuring the team
and its work: 1.75; running external interference: 2.16; coaching individuals: 2.88; and coaching
the team: 3.02).
The lesser attention given to team coaching could simply mean that leaders underestimate
the potential benefits of providing coaching assistance to their teams. More likely, perhaps, is
that leaders do not coach their teams because they do not know how to do so, or that they have
ventured a coaching intervention or two that did not help and thereafter focussed their behavior
on seemingly more promising team leadership strategies. By using existing research and theory
to identify the kinds of leader coaching behaviors that do help teams operate more effectively,
we seek here not only to advance basic understanding about team coaching but also to provide
practitioners with some of what they need to know to coach their teams competently.
Existing Approaches
A review of existing research and theory identified three conceptually driven approaches
to team coaching, and one eclectic approach that is largely atheoretical. These four approaches,
described below, point the way toward a more comprehensive research-based model of team
coaching, and we draw upon them in developing the propositions of the present theory.
Eclectic interventions. Eclectic coaching interventions are activities that derive from no
particular theoretical perspective but nonetheless have considerable face validity in that a lay
person would be likely to assume that they would help a team perform well. Eclectic models are
found mainly in the practitioner literature as codifications of the lessons learned by management
consultants whose practice includes team facilitation (e.g., Fischer, 1993; Kinlaw, 1991; Wellins,
Byham, & Wilson, 1991). Although varied, these models specify ways that team leaders can
develop members' interpersonal skills, define members' roles and expectations, deal with conflict
and interpersonal frictions, and help a team achieve a level of "maturity" that lessens the team's
dependence on its leader (Eden, 1985; Fischer, 1993; Geber, 1992; Manz & Sims, 1987; Patten,
1981; Rees, 1991; Torres & Spiegel, 2000; Woodman & Sherwood, 1980).
Process consultation. The process consultation approach developed by Schein (1969;
1988) posits that competent interpersonal relations are essential for effective task performance,
and that group members themselves must be intimately involved in analyzing and improving
those relationships. The consultant engages team members in analyzing group processes on two
levels simultaneously--the substantive level (to analyze how human processes are affecting work
on a specific organizational problem), and the internal level (to better understand the team's own
interaction processes and the ways that team processes foster or impede effective group
functioning) (Schein, 1988, pp.11-12). Decidedly clinical in orientation, this type of coaching
-3-
4. requires the process consultant first to directly observe the group as it works on a substantive
organizational problem and then, once the group is ready, to introduce systematic or confrontive
interventions intended to help the team deal with its problems and exploit previously
unrecognized opportunities.
Behavioral models. Two distinct models of team coaching are based on theories of
individual behavior: (a) the application of Argyris's (1982; 1993) theory of intervention to
team-focussed coaching by Schwarz (1994), and (b) applications of operant conditioning to the
modification of team behavior, notably those of Komaki (1986, 1998) and her colleagues.
Schwarz's approach posits that coaches should provide feedback to a team in ways that
help members learn new and more effective team behaviors, especially in how they give and
receive feedback. The coaching process involves three phases. One, observing actual group
behavior both to note behaviors that are impeding the group's work and to identify behaviors not
presently exhibited that might facilitate group work. Two, describing to the group what has been
observed and testing inferences about the meanings of those behaviors. Three, helping group
members decide whether they wish to change their behaviors and, if so, how they might do so.
The model specifies several specific ground rules both for the facilitators' behaviors and for
those of team members, such as providing specific behavioral examples for points made,
publicly testing assumptions and inferences, and explicitly inviting questions and challenges.
The operant conditioning approach to team coaching is based on the well-established
principle of individual learning that behavior is a function of its consequences. Applied to
teams, operant coaching involves three kinds of coaching behaviors: (a) providing instructions
about how to behave, (b) monitoring the team's performance, and (c) providing
performance-contingent consequences to the team (Komaki, 1986; Smith, Smoll, & Curtis,
1979). Because the operant approach to team coaching does not specify any particular patterns
of team interaction that facilitate effectiveness across different types of teams and tasks, team
coaches must have extensive task knowledge so that they can issue proper instructions about
desirable behaviors and reinforce the team when it does well (Komaki, 1998; Komaki, Deselles,
& Bowman, 1989; Komaki & Minnich, 2002; Smoll & Smith, 1989).
Developmental coaching. The distinguishing feature of the developmental approach to
coaching is the central role given to time and timing. Two premises on which this approach is
based are: (a) teams need help with different issues at different stages of their development, and
(b) there are times in the life cycles of groups when they are more and less open to intervention
(Kozlowski, Gully, McHugh, Salas, & Cannon-Bowers, 1996; Kozlowski, Gully, Salas, &
Cannon-Bowers, 1996).
A key coaching intervention in the developmental approach is the "learning session" in
which the coach and team members review the team’s purpose, assess its progress thus far, and
identify the issues the team needs to deal with next. The focus of learning sessions differs for
newly formed or “novice” groups (whose members are mainly occupied with social issues of
inclusion and acceptance and task issues having to do with team goals and with member skills
and roles), compared to more mature or “expert” groups (whose members have become ready to
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5. learn strategies for self-regulation such as how best to detect and correct errors and how best to
adapt to changing external demands). Because teams are unlikely to be able to process intensive
interventions when task demands also are high, learning sessions are reserved for periods of
relatively low cognitive demand. During intensive work periods, developmental coaches focus
mainly on gathering data about behavior and performance for use guiding subsequent
interventions. When task demands diminish, active coaching resumes.
Summary. Most of the approaches to team coaching just summarized are based on
well-established psychological principles and findings about human learning and performance.
Moreover, research conducted within each tradition has been informative and, especially for the
operant and developmental approaches, has generated empirical findings that enrich
understanding about coaching processes and outcomes. None of the existing approaches,
however, is supported by evidence that addresses all links in the coaching intervention-team
process-team performance sequence. We seek here to provide a conceptual model that does
explicate all links in that sequence, that takes explicit account of teams’ temporal and
organizational contexts, and that provides a sound basis for generating guidance for team
coaching practice.
Domain
We begin by specifying what we mean by a work team and by performance effectiveness,
which together bound the domain of our model.
Work teams. We focus only on full-fledged teams that perform tasks in social system
contexts. Such teams have three features. First, they are real groups. That is, they are intact
social systems, complete with boundaries, interdependence among members, and differentiated
member roles (Alderfer, 1977). Members of real groups can be distinguished reliably from
nonmembers, they are interdependent for some common purpose, and they invariably develop
specialized roles within the group. Real groups can be either small or large, and either
temporary or long-lived.
Second, work teams have one or more group tasks to perform. They produce some
outcome for which members bear collective responsibility and whose acceptability is potentially
assessable. The kind of outcome produced is not critical--it could be a physical product, a
service, a decision, a performance, or a written report. Nor is it necessary that the outcome
actually be assessed; all that is required is that the group produce an outcome that can be
identified as its product and that it be theoretically possible to evaluate that product. Social
groups and other collectives that generate no identifiable product fall outside our domain.
Finally, work teams operate in a social system context. The team as a collective manages
relations with other individuals or groups in some larger social system. Usually this social
system is the parent organization that created the team, but it also can be people or groups
outside that organization--such as opponents for an athletic team, or customers for a
service-providing team. What is critical is that team members be collectively responsible for
managing consequential transactions with other individuals and/or groups.
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6. Team performance effectiveness. Criterion measures in empirical research on team
performance often consist of whatever quantitative indicators as happen to be available or are
easy to obtain (for example, production figures for industrial work groups or number of correct
responses for teams studied in experimental laboratories). Such criteria of convenience do not
address other outcome dimensions such as client assessments of a team’s work, the degree to
which a team becomes stronger as a performing unit over time, or the extent to which individual
members become more knowledgeable or skilled as a result of their team experiences. Because
we believe that these dimensions also are consequential for any team’s long-term organizational
performance, we define team effectiveness using the following three-dimensional conception
(adapted from Hackman, 1987).
1. The productive output of the team (that is, its product, service, or decision) meets or
exceeds the standards of quantity, quality, and timeliness of the team's clients--the people who
receive, review, and/or use the output. It is clients' standards and assessments that count in
assessing team products, not those of the team itself (except in those rare cases when the team is
the client of its own work), nor those of the team's manager (who only rarely is the person who
actually receives and uses a team's output).
2. The social processes the team uses in carrying out the work enhance members'
capability to work together interdependently in the future. Effective teams become adept at
detecting and correcting errors before serious damage is done, and at noticing and exploiting
emerging opportunities. They are more capable performing units when a piece of work is
finished than they were when it began.
3. The group experience contributes positively to the learning and personal well-being of
individual team members. Work teams can serve as sites for personal learning and can spawn
satisfying interpersonal relationships, but they also can de-skill, frustrate, and alienate their
members. We do not count as effective any team for which the net impact of the group
experience on members' learning and well-being is more negative than positive.
Although the three criteria vary in importance in different circumstances, effective teams
balance among them over time, never completely sacrificing any one to achieve the others. In
the pages that follow, we identify the coaching functions, the temporal imperatives, and the
contextual circumstances that affect the degree to which coaching behaviors can help a work
team achieve and sustain a high standing on all three of the criteria.
Functions
Over four decades ago, McGrath (1962) first suggested that “[The leader's] main job is to
do, or get done, whatever is not being adequately handled for group needs" (p. 5). If a leader
manages, by whatever means, to ensure that all functions critical to group performance are taken
care of, then the leader has done his or her job well. Thus, a functional approach to leadership
leaves room for an indefinite number of ways to get key group functions accomplished--and
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7. avoids the necessity of delineating all the specific behaviors or styles that a leader should exhibit
in given circumstances--a trap into which it is easy for leadership theorists to fall.
What functions are most critical for team performance effectiveness? Functions whose
accomplishment are critical for group decision-making have been identified by Hirokawa and his
colleagues (Hirokawa, 1985; Orlitzky & Hirokawa, 2001), and those that bear on other aspects
of group behavior have been comprehensively reviewed by Hollingshead et al. (in press). For
our specific and delimited purposes--that is, identification of the most critical functions served
by those who coach work teams--we focus on three aspects of group interaction that have been
shown to be especially potent in shaping group performance outcomes (Hackman & Morris,
1975; Hackman & Walton, 1986).
Specifically, we posit that team effectiveness is a joint function of three performance
processes: (a) the level of effort group members collectively expend carrying out task work, (b)
the appropriateness to the task of the performance strategies the group uses in its work,1
and (c)
the amount of knowledge and skill members bring to bear on the task. Any team that expends
sufficient effort in its work, deploys a task-appropriate performance strategy, and brings ample
talent to bear on the work is quite likely to achieve a high standing on the three criteria of work
team effectiveness specified earlier. By the same token, teams that operate in ways that leave
one or more of these functions unfulfilled--that is, if members expend insufficient effort, use
inappropriate strategies, and/or apply inadequate talent in their work--are likely to fall short on
one or more of the effectiveness criteria.
Associated with each of the three performance processes are both a characteristic
"process loss" (Steiner, 1972) and an opportunity for positive synergy, which we refer to as a
"process gain." That is, members may interact in ways that depress the team's effort, the
appropriateness of its strategy, and/or the utilization of member talent; alternatively, their
interaction may enhance collective effort, generate uniquely appropriate strategies, and/or
actively develop members' knowledge and skills.
Coaching functions are those interventions that inhibit process losses and foster process
gains for each of the three performance processes. Coaching that addresses effort is motivational
in character; its functions are to minimize free riding or "social loafing," and to build shared
commitment to the group and its work. Coaching that addresses performance strategy is
consultative in character; its functions are to minimize mindless adoption or execution of task
performance routines in uncertain or changing task environments, and to foster the invention of
ways of proceeding with the work that are especially well-aligned with task requirements.
Coaching that addresses knowledge and skill is educational in character; its functions are to
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1
A team's strategy is the set of choices members make about how to carry out the work. For example, a
manufacturing team might decide to divide itself into three subgroups, each of which would produce one
subassembly, with the final product to be assembled later. Or a basketball team might decide to use
modified zone defense, with one player assigned to guard the opposing team's best shooter. Or a team
performing a task that requires a creative solution might choose to free associate about possible solutions
in the first meeting, reflect for a week about the ideas that came up, and then reconvene to draft the
product. All of these are choices about task performance strategy.
8. minimize suboptimal weighting of members' contributions (that is, when the weight given to
individual members' contributions is at variance with their actual talents), and to foster the
development of members' knowledge and skill.
The three coaching functions specifically and exclusively address a team’s task
performance processes, not members' interpersonal relationships. This focus distinguishes our
model from the great majority of writing and practice about team coaching, especially in the
eclectic tradition, which posits (sometimes explicitly, but more often implicitly) that coaching
interventions should primarily address the quality of members’ interpersonal relations.
The pervasive emphasis on interpersonal processes in the team performance literature
reflects a logical fallacy about the role of those processes in shaping performance outcomes. To
illustrate, consider a team that is having performance problems. Such teams often exhibit
interpersonal difficulties such as communications breakdowns, conflict among members,
leadership struggles, and so on. Because both lay persons and scholars implicitly rely on an
input-process-output framework in analyzing group dynamics, it is natural to infer that the
observed interpersonal troubles are causing the performance problems and, therefore, that a good
way to improve team performance would be to fix them. As reasonable as this inference may
seem, it is neither logical nor correct. Although serious interpersonal conflicts sometimes do
undermine team performance (Jehn & Mannix, 2001), it does not necessarily follow that the
proper coaching intervention in such cases is to help members improve their interpersonal
relations.
In fact, research suggests that in some circumstances the causal arrow points in the
opposite direction--that is, that performance drives interpersonal processes (or, at least,
perceptions of those processes) rather than vice versa. For example, Staw (1975) gave
task-performing teams false feedback about their performance and then asked members to
provide "objective" descriptions of how members had interacted. Teams randomly assigned to
the high performance condition reported more harmonious and better communications, among
other differences, than did groups assigned to the low performance condition (see also Guzzo,
Wagner, Maguire, Herr, & Hawley, 1986).
Doubt also is cast on interpersonal approaches to coaching by action research that seeks
to improve team performance by improving the quality of members' interactions. Some of these
studies use interventions based on the process consultation approach to coaching reviewed
earlier; others employ a broader set of interventions that generally are referred to as "team
building" or "group development" activities. Although interventions that address members’
relationships and interaction can be quite engaging and do affect members' attitudes, they do not
reliably improve team performance (for reviews, see Kaplan, 1979; Salas, Rozell, Mullen, &
Driskell, 1999; Tannenbaum, Beard, & Salas, 1992; and Woodman & Sherwood, 1980).
Moreover, those experimental studies that have directly compared teams given task- and
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9. interpersonally-focussed interventions have found the former to significantly outperform the
latter (Kernaghan & Cooke, 1990; Woolley, 1998).2
Our first proposition, therefore, is the
following:
Proposition 1. Coaching interventions that focus specifically on team effort, strategy,
and knowledge and skill facilitate team effectiveness more than do interventions that
focus on members' interpersonal relations.
Timing
The efficacy of coaching interventions depends not just on their focus, discussed above,
but also upon the time in the group's life cycle when they are made. Regularities in group life
cycles have been empirically explored for many decades, beginning with the classic study of
phases in group problem solving by Bales and Strodtbeck (1951). A number of conceptual
frameworks have sought to summarize research findings about group development, the most
prominent being the "forming-storming-norming-performing" model proposed by Tuckman
(1965). Almost all of these frameworks have viewed group development as following a fixed set
of stages, with each successive stage being contingent on successful completion of the prior one.
In recent years, research on temporal issues in group behavior have raised doubt about
the generality and validity of stage models (Ancona & Chong, 1999; Gersick, 1988; Ginnett,
1993; McGrath & Kelly, 1986; and Moreland & Levine, 1988; for a recent attempt to reconcile
alternative temporal models, see Chang, Bordia, & Duck, 2003). Gersick’s findings are
particularly relevant for present purposes. In a field study of the life histories of a number of
project teams whose performance periods ranged from several days to several months, Gersick
(1988) found that each of the groups she tracked developed a distinctive approach toward its task
as soon as it commenced work, and stayed with that approach until precisely half way between
its first meeting and its project deadline. At the midpoint of their lives, almost all teams
underwent a major transition. In a concentrated burst of changes, they dropped old patterns of
behavior, re-engaged with outside supervisors, and adopted new perspectives on their work.3
Following the midpoint transition, groups entered a period of focussed task execution, which
persisted until very near the project deadline, at which time a new set of issues having to do with
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3
In Gersick's research, it was not clear whether the midpoint transition was prompted externally (i.e., by
reference to a clock or calendar) or internally (i.e., by members' sense that about half their allotted time
had elapsed). Mann (2001) investigated this question experimentally by having groups work in a room
with a clock that ran normally, or one-third faster than normal (i.e., when 30 minutes had passed, the
clock showed that 40 minutes had elapsed), or one-third slower than normal (i.e., at the 30-minute mark,
it showed 20 minutes). Groups with the normal clock experienced a single midpoint transition,
replicating earlier findings. But groups with the faster and slower clocks exhibited two such transitions,
one at the midpoint indicated by the clock and the other at the actual midpoint of the allotted time,
showing that groups pace their work in response to both internal and external cues about elapsed time.
2
Woolley's main effect finding was significantly conditioned by the timing of the intervention, and the
Kernaghan and Cook finding was obtained only for groups composed of members with ample
task-relevant abilities. The moderating effects of timing and of group design on the impact of coaching
interventions are discussed later.
10. termination processes arose and captured members' attention. Gersick (1989) subsequently
replicated these findings in the experimental laboratory for groups that all had same amount of
time to complete their task (for alternative views of temporal dynamics in task-performing
groups, see Seers & Woodruff, 1997, and Waller, Zellmer-Bruhn, & Giambatista, 2002).
Gersick’s findings about the natural developmental processes of task-performing groups
raise the possibility, consistent with both the process consultation and developmental approaches
to team coaching previously summarized, that the readiness of work teams for coaching
interventions changes systematically across their life cycles. By readiness for coaching, we
mean (a) the degree to which the issues to be addressed are among those naturally on team
members’ minds at the time of the intervention, coupled with (b) the degree to which the team as
a whole is not at that time preoccupied with more pressing or compelling matters.
We posit that coaching interventions are more effective when they address issues for
which a team is ready at the time they are made and, moreover, that readiness varies
systematically across the team life cycle. By contrast, even competently administered
interventions are unlikely to be helpful if they are provided at a time in the life cycle when the
team is not ready for them. Indeed, ill-timed interventions may actually do more harm than good
by distracting or diverting a team from other issues that do require members' attention at that
time. We discuss next the kinds of interventions that are most appropriate at the beginnings,
midpoints, and ends of work team life cycles.
Beginnings. When team members first come together to perform a piece of work, the
most pressing piece of business, both for members and for the team as a whole, is to get oriented
to one another and to the task in preparation for the start of actual work. This involves
establishing the boundary that distinguishes members from nonmembers, starting to differentiate
roles and formulate norms about how members will work together, and engaging with (and,
inevitably, redefining) the group task. These activities, which involve simultaneous engagement
with the interpersonal and task issues that dominate the startup of any social system, create a
high state of readiness for anything that shows promise of reducing members’ uncertainties and
helping them get off to a good start. A coaching intervention that helps a group have a good
"launch," therefore, can significantly enhance members' commitment to the team and the task,
and thereby enhance their motivation to perform the work of the team as well as they can.
The power and persistence of coaching behaviors at the launch of a task-performing team
is affirmed by Ginnett's (1993) study of the behavior of airline captains during the first few
minutes a newly formed crew's life. The structural "shell" within which cockpit crews work is
quite detailed: The aircraft to be flown, where it is to be flown, the roles of each crew member,
basic work procedures such as checklists, and much more all are pre-specified and
well-understood by all crewmembers. Therefore, a new crew should be able to proceed with its
work without spending time getting organized--which is in fact what happens if a Captain does
not conduct a launch briefing when the crew first meets.
Consistent with Gersick's results, Ginnett found that what happened in the first few
minutes of crewmembers' time together carried forward throughout a significant portion of the
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11. crew's life. Crews led by Captains who merely took the time in their preflight briefings to affirm
the positive features of the crew shell fared better than those that received no briefing at all or
one that undermined the standard shell. Best of all were crews whose Captains went beyond
mere affirmation and actively elaborated the shell--identifying, commenting upon, and engaging
their crews in discussion of the unique circumstances of the trip that was about to begin. These
Captains transformed a highly competent set of individual pilots into a motivated flight crew.
Because most work teams do not have structures as detailed and elaborate of those of
cockpit crews, what happens as members come together and come to terms with their work
should shape their trajectories even more profoundly than was the case for Ginnett's crews.
Beginnings provide a unique opportunity for motivational coaching interventions that breathe
life into a team's structural shell--no matter how rudimentary or how elaborate that shell may
be--and thereby help get a team off to a good start with high motivational engagement by all
members.
By contrast, and perhaps surprisingly, beginnings are not good times for helping teams
formulate work strategy. When they are just starting out, teams are not yet ready to address
questions of strategy, as was inadvertently discovered by Hackman, Brousseau, and Weiss
(1976) in an experimental study of team performance. These researchers asked a subset of
participating teams to take a few minutes to reflect on their performance strategy--that is, to
consider various ways of carrying out the task--before starting actual work on it. The
investigators hypothesized that these teams would perform better than teams that were
encouraged to plunge immediately into the work--but only on tasks for which the most obvious
and natural way of proceeding was not the optimum task performance strategy.
To test their hypothesis, the researchers structured their experimental task in two
different ways. In one version of the task, the most obvious and natural way of proceeding was
in fact optimum for team performance; in a second version, that way of proceeding would
introduce inefficiencies and result in suboptimal performance. As expected, the "plunge right in"
groups did better than the "discuss your strategy first" groups on the version of the task for
which the obvious way of proceeding was the optimum strategy, and the reverse was true when
the obvious way of proceeding was sub-optimal. Perhaps the most significant finding of the
study, however, is buried in the discussion section of the research report--namely, that it was
nearly impossible to get the experimental groups to actually have a discussion of performance
strategy at the start of the work period. Only by structuring the strategy intervention as a
"preliminary task" and explicitly requiring the team to check off each step as they completed it
could the experimental groups be induced to have more than a perfunctory discussion of their
performance strategy at the beginning of the work period. Beginnings are not a good time for
strategy discussions--but, as will be seen next, midpoints are.
Midpoints. A second window for coaching interventions opens around the midpoint of
the team's work. At that point, the team has logged some experience with the task that provides
data for members to use in assessing what is working well and poorly. Moreover, the team is
likely to have experienced an upheaval, driven in part by members’ anxieties about the amount
of work they have accomplished relative to the time they have remaining, that opens the
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12. possibility of significant change in how the team operates (Gersick, 1988, 1989). For these
reasons, readiness for a strategy-focussed coaching intervention is high at the temporal midpoint
of a team’s work.
We posit that ongoing teams that have no deadline and therefore no temporal midpoint
also experience increased readiness for strategy-focussed interventions when they are about
halfway finished with the work--for example, when they have consumed half of their available
resources, have progressed halfway to their goal, or arrived at some other natural breakpoint in
the work. At that time, members are more likely than previously to welcome and be helped by
interventions that encourage them to assess their work progress, to review how they are applying
members' efforts and talents to the work, and to consider how they might want to alter their task
performance strategies to better align them with external requirements and internal resources.
The increased receptivity to coaching interventions that encourage reflection on team
work strategies by teams that have logged some experience, relative to those that are just starting
out, is a tenet of developmental theories of team coaching (e.g., Kozlowski et al., 1996a), and is
empirically supported by the findings of Woolley (1998), mentioned earlier. Woolley created an
experimental version of an architectural task which involved constructing a model of a college
residence hall out of Lego bricks. Groups were informed in advance how the structures they
created would be evaluated (criteria included sturdiness, aesthetics, and various technical
indices). She devised two coaching-type interventions, one intended to improve members'
interpersonal relations, and another that provided assistance to the team in developing a
task-appropriate performance strategy. Each team received only one intervention, administered
either at the beginning or at the midpoint of its work period.
Woolley’s findings, shown in Figure 1, confirm that strategy interventions are especially
helpful when they
come near the
midpoint of a team's
work cycle. When the
strategy intervention
was provided at the
beginning of the work
period it did not help,
further affirming that
members needed to
log some experience
before they are ready
to have a useful
discussion of how best
to proceed with their
work. This conclusion
deals specifically with
the timing of external
interventions intended
-12-
13. to foster team strategy planning. When work teams spontaneously engage in planning activities
in their initial team meetings, process management norms sometimes emerge that subsequently
are helpful in pacing and coordinating team activities (Janicik & Bartel, 2003).
In both the Woolley study and the experiment by Hackman, Brousseau, and Weiss
described earlier, it was difficult but possible to introduce a strategy-focussed intervention at the
beginning of a task cycle. In other cases it is impossible to do so. Total Quality Management
programs, for example, involve use of techniques such as Pareto analyses, control charts, and
cost-of-quality analyses to develop improved production strategies (for details, see Hackman &
Wageman, 1995). These techniques simply cannot be used until a record of experience with
existing strategies has been amassed--once again affirming that consultative coaching is more
appropriately provided around the middle of a task cycle than at its beginning.
Ends. The third special opportunity for coaching occurs at the end of a performance
period, when the work is finished or a significant subtask has been accomplished (Kozlowski et
al., 1996b). The end of a task cycle is the time when a team has as much data as it is likely to get
for members to use in exploring what can be learned from the collective work just completed.
Moreover, a team is likely to be far more ready than previously to capture and internalize the
lessons that can be learned from their work experiences, for several reasons. The anxieties that
invariably surface in getting a piece of work organized, executed, and finished on time dissipate
once that work is completed--which is significant because people do not learn well when they
brim with anxieties (Edmondson, 1999; Zajonc, 1965). Moreover, once the task has been
finished, there often is time for reflection, which typically is in short supply in the rush to
completion. The post-performance period, therefore, is an especially inviting time for
educational coaching interventions (see also Blickensderfer, Cannon-Bowers, & Salas, 1997;
Butler, 1993; and Ellis, Mendel, Nir, & Davidi, 2002). Such interventions not only build the
team's reservoir of talent, which increases its performance capabilities for subsequent tasks, but
also contribute directly to the personal learning of individual team members.
Absent coaching interventions, team members are not likely to take initiatives after the
work has been completed to capture and internalize the lessons that can be learned from their
experiences. If the team has succeeded, members may be more interested in celebrating than in
reflecting; and if it has not, they may be driven more to rationalize why the failure was not really
their fault than to explore what might be learned from it. Moreover, even if members do take the
time to reflect on possible explanations for the team's level of performance, coaching may be
required to bring those explanations into alignment with reality.
In a field study of team attribution-making processes, Corn (2000) collected a diverse
sample of task-performing teams in organizations, some of which had performed well and some
of which had not, and asked members of each team to explain why the team had performed as it
did. The majority of those explanations focussed on the behaviors or dispositions of individual
members or of the team leader. This attributional bias diverts members' attention from the ways
that less salient structural or contextual factors may have shaped their interaction and
performance. Moreover, it invites the psychodynamic phenomenon of "splitting," which can
result in leaders being assigned a disproportionate share of the credit for team successes and
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14. minority members a disproportionate share of the blame for team failures (Smith & Berg, 1987,
chap. 4). Competent, well-timed coaching can help members work through such impulses and
generate collective learning that strengthens the team's capabilities as a task-performing unit.
Summary. We have seen that work teams are especially open to coaching interventions
at three times in the group life cycle: (a) at the beginning, when a group is engaging with its
task, (b) at the midpoint, when half the allotted time has passed and/or half the work has been
done, and (c) at the end, when a piece of work has been finished. Moreover, each of the three
coaching functions discussed in the previous section of this paper is uniquely appropriate at one
of those three times: motivational coaching at beginnings, consultative coaching at midpoints,
and educational coaching at ends.
The time dependence of the coaching functions is summarized in our second proposition:
Proposition 2. Each of the three coaching functions has the greatest constructive effect at
specific times in the team task cycle. Specifically:
2a. Motivational coaching is most helpful when provided at the beginning of a
performance period.
2b. Consultative coaching is most helpful when provided at the midpoint of a
performance period.
2c. Educational coaching is most helpful when provided after performance activities
have been completed.
This proposition could be viewed as suggesting that coaching is irrelevant or ineffectual
during the great majority of a team’s time--that is, in the extended periods that lie between its
beginning, midpoint, and end. It is true that teams are remarkably impervious to interventions
made during times of low readiness that seek to alter their established trajectories. Even so, it
often is possible for coaching to make small but significant contributions to the team and its
work during between-marker periods.
One such contribution is to help members coordinate their activities and thereby
minimize the risks of tacit coordination identified by Wittenbaum, Vaughan, and Stasser (1998).
Leaders who take on too much of the responsibility for coordination do run the risk of becoming
so involved in the actual work that they overlook opportunities to help the team develop into an
increasingly competent performing unit. And team members may eventually abdicate to the
leader their own responsibilities for managing team performance processes. Still, when task
complexity is very high and/or when members are relatively inexperienced, helping members
coordinate their activities can be an appropriate and helpful coaching intervention.
A second kind of between-marker coaching that can be helpful to work teams is the use
of operant techniques to reinforce constructive but infrequently observed team behaviors--such
as verbally reinforcing a team for exhibiting good work processes (Komaki, Deselles, &
Bowman, 1989). Consistent with the tenets of the operant model of team coaching summarized
earlier, these initiatives can both increase the frequency of desirable behaviors and decrease the
frequency of undesirable behaviors. However, such initiatives may be especially helpful to
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15. teams whose basic performance processes--that is, their management of team effort, strategy, and
talent--are already strong. Even well-designed and well-executed reinforcement of desirable
team behaviors cannot compensate for the absence of well-timed motivational, consultative, and
educational coaching interventions.
Most of the research evidence that supports the proposition that teams are especially open
to motivational, consultative, and educational interventions at their beginnings, midpoints, and
ends comes from teams that have a single task to complete by a specified deadline. The task
cycles of such teams are coincident with their life cycles, and therefore temporal markers are
easy to identify. For many work teams in organizations, however, tasks and deadlines are not so
clear and well-defined. For example, some teams have multiple tasks to perform, or perform the
same task multiple times, or have work that requires members to manage multiple task cycles
simultaneously in the service of larger performance goals (Marks, Mathieu, & Zaccaro (2001).
Opportunities for temporally appropriate coaching interventions are abundant for such teams
because they experience multiple beginnings, midpoints, and ends.
Still other teams operate continuously, without any official beginnings or ends whatever.
Many industrial production teams, for example, keep on turning out the same products month
after month indefinitely into the future. Even teams with continuous tasks, however, usually
have beginnings, midpoints, and ends. They have them because the teams, or their managers,
create them. There appears to be a human compulsion to create temporal markers even when no
such markers are actually needed. In a semiconductor manufacturing plant that operated
continuously all year (except for an annual holiday break when the entire plant closed down),
production activities were organized around six-week performance periods, and team dynamics
were highly responsive to the beginnings, midpoints, and ends of these entirely arbitrary
temporal markers (Abramis, 1990; Hackman, 2002). The creation of quarters to demark
financial reporting periods and semesters (or quarters) to organize educational activities in
schools have the same character--they are arbitrary but nonetheless powerful in shaping the
rhythm of collective activity. Temporal rhythms are deeply rooted in human experience, and if
temporal markers are not naturally provided (for example, through human biology or seasonal
cycles), we create them and then use them to pace our activities. Such markers identify the
beginnings, midpoints, and ends of team life cycles, and thereby they create opportunities for
coaching interventions that otherwise would not exist.
Conditions
The impact of motivational, consultative, and educational coaching depends not just on
the time in the task cycle at which interventions are made, but also on the degree to which two
other conditions are in place. The first of these conditions is the degree to which key
performance processes are externally constrained, and the second is the degree to which the
group itself is well-designed as a performing unit.
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16. Task and Organizational Constraints
Not all of the coaching functions specified in this paper are salient for all team tasks,
since for some tasks only one or two of the three performance processes drive performance
outcomes. For an arithmetic task with a self-confirming answer, for example, the performance
of a team that has accepted and engaged with its task is almost entirely a function of the
knowledge and skill that members apply in their work. By contrast, performance on a simple,
self-paced production task, such as moving materials from one place to another, is almost
entirely a function of the level of effort members expend.
Thus, if one of the three performance processes is constrained (that is, if variation in that
process is controlled or limited by the task or the organization), then any attempts by members to
manage that particular process will be ineffectual. If, on the other hand, a performance process
is not constrained, then how well members manage that process can substantially affect their
team’s eventual performance.
The salience of effort is constrained by the degree to which work inputs are under
external control. When the arrival of the materials a team processes is externally controlled (for
example, by customer demand or machine pacing) a team can only respond to whatever it
receives, and will be unable to increase its output by working especially hard. In such
circumstances, the relationship between team effort and performance is severely restricted.
The salience of strategy is constrained by the degree to which performance operations
are externally determined. When work procedures are completely pre-specified (for example, by
mechanical requirements or by a manual that specifies exactly how the work is to be done) a
team has little latitude to develop a new or better task performance strategy. In such
circumstances, the relationship between team performance strategies and performance is severely
restricted.
Finally, the salience of knowledge and skill is constrained by the degree to which
performance operations are simple and predictable (versus complex and unpredictable). When
task performance requires the use of skills that are well-learned in the general population on
tasks that are well-understood, a team is unable to improve its performance by bringing
additional knowledge or skill to bear on the work. In such circumstances, the relationship
between the team's utilization of member talent and team performance is severely restricted.
In some organizational circumstances, all three of the performance processes are
unconstrained, and all three therefore are salient in affecting performance outcomes. Consider,
for example, the work of product development teams. The pace of the work is largely at the
discretion of the team, performance procedures are mostly unprogrammed, and the work requires
use of complex skills to deal with considerable uncertainty in the environment. Motivational,
consultative, and educational coaching interventions, if competently provided, all can be helpful
in fostering the performance effectiveness of such teams.
-16-
17. In other circumstances, some performance processes are constrained and others are not.
Surgical teams are one example (Edmondson, Bohmer, & Pisano, 2001). There is little
constraint regarding the use of knowledge and skill by team members, but moderate constraint
on both strategy (some, but not all, procedures are programmed) and effort (some, by not all,
task inputs derive from the nature of the surgical procedure and the response of the patient as the
operation progresses). Finally, there are some circumstances in which all three performance
processes are constrained, as for a team working on a mechanized assembly line where inputs are
machine paced, assembly procedures are completely programmed, and performance operations
are simple and predictable. A team assigned such a task would be a team in name only, since
performance would depend so little on how members interact.
Teams can be helped by coaching interventions that focus specifically on reducing
process losses and/or on fostering process gains only for those aspects of team performance
processes that are relatively unconstrained. Coaching interventions that address team processes
that are substantially constrained will be ineffectual since they seek to improve team processes
that are not salient for how well the team performs. Such interventions can even compromise
performance because they consume members' time and direct their attention away from more
salient aspects of their interaction.
Proposition 3. Coaching interventions are helpful only when they address team
performance processes that are salient for a given task; those that address non-salient
processes are, at best, ineffectual.
Group Design
Certain features of a team's design, including properties of the social system context
within which it operates, can negate the impact of coaching interventions--even those that are
well-executed and that address appropriate team performance processes. Moreover, design
features can exacerbate the effects of good and poor coaching on team effectiveness, heightening
the benefits of good coaching and making even worse the problems brought by poor coaching.
Each of the three performance processes that form the core of our model--the level of
effort the team expends on its task, the appropriateness of its performance strategies, and the
amount of knowledge and skill it applies to the work--is shaped not only by coaching
interventions but also by how well a team is structured and by the level of contextual support it is
provided (Hackman, Wageman, Ruddy, & Ray, 2000).
The effort a team expends on its work is influenced by the design of its task (a structural
feature) and by the reward system of the organization in which the team operates (a contextual
support). A motivating team task is a whole and meaningful piece of work for which members
share responsibility and accountability, and that is structured so that members receive regular
and trustworthy data about how they are doing. Well-designed team tasks foster high,
task-focused effort by team members (Hackman & Oldham, 1980). Team effort is enhanced by
organizational reward systems that recognize and reinforce team excellence--and that avoid the
common, if usually unintended, problem of providing disincentives for collaboration among
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18. team members by placing them in competition with one another for individual rewards
(Wageman, 1995).
The task-appropriateness of a team's performance strategy is influenced by its core norms
of conduct (a structural feature) and by the organizational information system (a contextual
support). Collective expectations about acceptable behavior are either "imported" to the group
by members or established very early in its life (Bettenhausen & Murnighan, 1985; Gersick,
1988), and then tend to remain in place until and unless something fairly dramatic occurs to
force a rethinking about what behaviors are and are not appropriate (Gersick & Hackman, 1990;
Louis & Sutton, 1991). When those upfront norms of conduct actively promote continuous
scanning of the performance situation and proactive planning of how members will work
together, they facilitate the development of task performance strategies that are appropriate to the
team's task and situation (Hackman, Brousseau, & Weiss, 1976; Woolley, 1998). The
appropriateness of a team's performance strategies also depends, however, upon the degree to
which the organizational information system makes available to the team whatever data and
projections as members may need to select or invent ways of proceeding that are well-tuned to
their circumstances (Abramis, 1990; Bikson, Cohen, & Mankin, 1999).
The level of knowledge and skill a team brings to bear on its work is influenced by the
composition of the team (a structural feature) and by the organizational educational system (a
contextual support). Well-composed teams have members who bring to the group a rich array of
task-relevant knowledge and skills, and are structured so that members' talents can be readily
drawn upon in pursuing team purposes. Such teams are as small as possible given the work to be
accomplished; they include members who have appropriate skills; and they have a good mix of
members--people who are neither so similar to one another that they are like peas from the same
pod nor so different that they risk having difficulty communicating and coordinating with one
another (Ancona & Caldwell, 1992; Campion, Medsker, & Higgs, 1993; Druskat, 1996;
Goodman & Shah, 1992; Jackson, 1992). Even well-composed teams, however, may not have
within their boundaries all of the talent that is required for excellent performance.
Organizational education systems can supplement internal resources by making available to
teams, at the teams' initiative, technical or educational assistance for any aspects of the work for
which members are not already knowledgeable, skilled, or experienced--including, if necessary,
assistance in honing of members' skills in working together on collective tasks (Stevens &
Yarish, 1999).
Research evidence clearly establishes the priority of structural and contextual features
over coaching behaviors as influences on team performance processes and outcomes (Cohen,
Ledford, & Spreitzer, 1996). For example, Wageman (2001) found in a study of field service
teams at the Xerox Corporation that team design features, including those described just above,
controlled significantly more variance in both the level of team self-management and in
performance effectiveness than did team leaders' coaching behaviors. For team
self-management, design features controlled 42% of the variance, compared to less than 10% for
measures that assessed the quality of leaders' coaching activities; for team performance, design
controlled 37% of the variance, compared to less than 1% for coaching. These findings are
consistent with other evidence, cited earlier, showing that even highly competent
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19. process-focussed coaching by team leaders or consultants rarely generates substantial or
enduring improvements in team processes or performance, and with the more general finding
that coaching cannot prevail against strong structural and contextual forces (Hackman, 1987). It
is nearly impossible to coach a team to greatness in a performance situation that undermines
rather than supports teamwork.
When, then, can coaching make a constructive difference in team performance
processes? We propose that coaching makes relatively small adjustments to an already defined
trajectory. When a team's performance situation is favorable, competent coaching can be helpful
to members in minimizing process losses and creating process gains. When a team's structure is
flawed and/or its context is unsupportive, on the other hand, even competent process-focussed
coaching may do more harm than good. Specifically:
Proposition 4. Competent coaching interventions (i.e., those that foster collective effort,
task-appropriate performance strategies, and good use of member knowledge and skill)
are more beneficial for groups that are well structured and supported than for those that
are not; poor coaching interventions (i.e., those that subvert team performance processes)
are more detrimental for teams that are poorly structured and supported than for those
that are well-designed.
Further findings from the Wageman (2001) study above provide evidence in support of
this proposition. As is
seen in the left panel of
Figure 2, competent
coaching (for example,
conducting a
problem-solving process)
helped well-designed
teams exploit their
favorable circumstances,
but made little difference
for poorly designed
teams. Poor coaching
(for example, identifying
a team's problems and
telling members how they
should solve them), by
contrast, was much more
deleterious for
poorly-designed teams
than for those that had an enabling team structure and a supportive organizational context (right
panel of Figure 2).
The interaction between a team's design and the efficacy of coaching interventions may
help explain the finding from "brainstorming" research that the pooled ideas of individuals
-19-
20. working alone generally exceed in both quantity and quality the product of interacting
brainstorming groups (Taylor, Berry, & Block, 1957). Studies of brainstorming typically use
either ad hoc groups created especially for research purposes (e.g., Cohen, Whitmyre, & Funk,
1960) or existing organizational groups whose members are asked to take time from their regular
work to participate in the research (e.g., Osborn, 1963). If the participating teams' design
features are suboptimal--which is not unlikely for ad hoc or serendipitously obtained
groups--then it would not be surprising to find that brainstorming fails to facilitate creative team
performance. For teams that have enabling structures and supportive contexts, on the other
hand, this particular coaching intervention--as well as others that require teams to be able to use
nontraditional and unfamiliar group process tools--might well generate substantial performance
benefits.
In sum, even competent coaching is unlikely to be of much help to groups that have poor
structures and/or unsupportive organizational contexts. Favorable performance situations, on the
other hand, can yield a double benefit: Teams are likely to have less need for coaching (because
they encounter fewer problems that lie beyond their own capabilities), and the coaching that they
do receive is likely to be more helpful to them (because they are not preoccupied with more
basic, structurally-rooted difficulties). Over time, such teams may become skilled at coaching
themselves and perhaps even enter into a self-fueling spiral of ever-increasing team capability
and performance effectiveness (Lindsley, Brass, & Thomas, 1995).
Conclusion
The present model posits that team coaching can foster team effectiveness only when
four conditions are present. Two of these conditions have to do with organizational
circumstances, and two with coaches' actions.
1. The group performance processes that are key to performance effectiveness (i.e.,
effort, strategy, and knowledge and skill) are relatively unconstrained by task or organizational
requirements.
2. The team is well designed and the organizational context within which it operates
supports rather than impedes team work.
3. Coaching behaviors focus on salient task performance processes rather than on
members' interpersonal relationships or on processes that are not under the team’s control.
4. Coaching interventions are made at times when the team is ready for them and able to
deal with them--that is, at the beginning for effort-related (motivational) interventions, near the
midpoint for strategy-related (consultative) interventions, and at the end of a task cycle for
(educational) interventions that address knowledge and skill.
When these four conditions are present, skillfully provided coaching can yield substantial
and enduring improvements in team effectiveness. Yet these conditions are not commonly found
in traditionally designed and managed work organizations. Organizational work designs often
-20-
21. constrain one or more the three performance processes that drive team performance,
organizational systems do not provide the supports that work teams need, and coaches, when
trained at all, are taught the leadership styles preferred by trainers rather than helped to learn
how to provide well-timed and appropriately focussed interventions using their own preferred
styles (Hackman, 2002; Hackman & Walton, 1986).
One could conclude, therefore, that few scholarly resources should be expended on
research on team coaching because it is of so little consequence. Moreover, one could view the
reports from the field (cited in the introduction to this paper) that team leaders spend less time on
team coaching than on any other category of leader behavior as a sign of team leaders’ wisdom.
Rather than spending time on an activity that so rarely makes a difference, leaders might be
better advised to focus on aspects of their leadership portfolio for which there is a greater return
from effort expended.
We believe such conclusions would be too pessimistic, for scholars and practitioners
alike. Scholars with interest in senior executive leadership have for many years debated just how
much of a difference CEOs make in the performance of their firms. These disputes, which
probably can never be empirically resolved, have now given way to a more tractable
question--namely, under what conditions does senior leadership matter (Wasserman, Anand, &
Nohria, 2001)? We suggest that a similar reframing of research questions about team coaching
may be warranted. That is, instead of asking “How much difference does team coaching make?”
scholarly resources might more productively be expended in further research on the structural
and contextual conditions under which competent team coaching does (and does not)
significantly affect team performance.
The conduct of such research poses several significant challenges. For one thing, it is far
from straightforward to reliably measure leader behaviors and group processes as they unfold in
real time in fluid organizational circumstances. And since the effects of team coaching are
determined jointly by factors that exist at multiple levels of analysis (i.e., the organizational,
team, and individual levels) it is necessary to locate or create research settings where there is
ample variation at all three levels (Hackman, 2003). Studies of coaching effectiveness cannot
simply take as given whatever structural and contextual features as are commonly found either in
the experimental laboratory or in organizational life.
Indeed, it may be necessary in research on team coaching, as sometimes must be done in
other scientific fields such as medical research and subatomic physics, to first create one’s
phenomenon of interest before conducting research on its dynamics (Argyris, 1969). Research in
laboratory settings, for example, could involve the construction and administration of
model-specified coaching interventions at times either consistent or inconsistent with the
model’s propositions and then assess the consequences for group dynamics and performance.
And action research in field settings could assess the impact of educational programs intended to
help team coaches design interventions specifically tailored to the task and organizational
circumstances within which their teams operate. It is highly doubtful that any single laboratory
or field study could comprehensively assess all the propositions of the present model. But
studies that test individual propositions by creating specific coaching interventions and
-21-
22. documenting their effects in contexts that are thoughtfully created or selected can, over time,
provide the knowledge that will be required to correct and refine the model.
The challenges for coaching practitioners are just as great as for scholars, and for the
same reasons. Rather than simply taking as given the circumstances in which their teams
operate, practitioners who lead work teams should give first priority to determining whether the
basic structural and contextual conditions that foster team effectiveness are in place (Hackman,
2002). If they are not, team leaders would be well-advised to exercise influence with their own
peers and supervisors to create those conditions and thereby to make competent team coaching
possible. We hope the model of team coaching set forth in this paper is of some use to
practitioners in orienting and prioritizing such initiatives as well as to scholars in conducting
informative research about work teams and the behaviors of those who lead them.
-22-
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