Background

• One third of organisations use team coaching.
• Team coaching is 30 years behind individual coaching in definitions, training, research.
• > 130 published team coaching models (2013)
• Most coaches transfer what they do in coaching individuals, add a dash of facilitation or team building, and wing it. (Clutterbuck, 2008)
• Some coaches start from a deep understanding of team process and dynamics, and distinguish between team coaching and facilitation (Clutterbuck, 2008).
• This study summarizes interviews of 36 team coaches.

4 Team Coaching Models in Literature

1. Hackman & Wageman - developmental and non-relational. Design intervention based on stage in developmental journey. Focus on performance not relationships.
2. Clutterbuck - definition of team coaching:
   a learning intervention designed to increase collective capability and performance of a group or team, through application of the coaching principles of assisted reflection, analysis and motivation for change.
3. Hawkins - five disciplines of high performing teams
   1. A clear commission from those who bring it into being, including a clear purpose and success criteria. (task/external focus).
   2. To develop its own mission, including purpose, goals, values and ways of working (task/internal focus).
   3. To constantly attend to how it works together, constantly reviewing and co-creating (process/internal focus).
   4. To engage with external stakeholders effectively (process/external focus).
   5. To continually stand back and reflect on its own performance and process, constantly learning both as a collective and as individuals.
   Thornton–psychodynamic approach –coach manages relationships and brings a system perspective

Study Insights

1. Evidence from this study, combined with the literature, suggests a development pathway for individual coaches:
   • A basic understanding of dialogue, as described by Isaacs (1999), Kantor (2012) and others.
   • Think systemically, becoming familiar with the literature around systems theory, complex adaptive systems and complexity theory, and putting into practice that understanding working with stakeholders.
   • Develop group and team facilitation skills, particularly when working with task.
   • Develop educational skills, learning how to explain new ideas and concepts clearly and effectively.
   • Learning varied approaches to working with team and/or group dynamics, developing the confidence and ability to work with team
   • relationships.
2. The team coach may be better off seeking to understand the client’s needs and recommending an intervention accordingly, then attempt to argue conceptual distinctions.