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The purpose of this paper is to explore the expansion of the coaching context in organizations through team and group coaching. The paper provides definitions and several examples of what these engagements look like, along with key considerations when expanding the coaching conversation.

The paper is based on research undertaken during the writing of two books on group and team coaching, including more than two dozen interviews with team and group coaches.

Group and Team Coaching are two modalities for expanding the coaching conversation in organizations. They provide opportunities to scale coaching, build organizational capacity and reduce the silos.

The paper provides examples of what team and group coaching can look like in action, informing coaches, leaders and other practitioners as they approach expanding the coaching conversation.

Group and team coaching are emerging sub-disciplines of the coaching profession. This paper will stimulate dialogue regarding how these modalities can be leveraged within organizations, and differences with related fields.

The purpose of this paper is to raise awareness of the role and nature of team coaching.

The paper undertakes a review of research and practical experience in team coaching.

Team coaching has multiple definitions and is only now emerging as a clear area of practice that requires specialist knowledge, skills, experience and supervision.

The paper provides a pragmatic view of how organizations can approach the development of team coaching as part of their coaching strategy.

This is a relatively unexplored field, with only three books so far in English.

The purpose of this paper is to provide a detailed explanation of a design toolkit for coaching project teams.

It is first explained that approach to coaching teams using a measure that captures the real and ideal interactions for the 12 information technology (IT) project teams in this paper.

Based on the analysis of data from the coaching sessions, characteristics of a design toolkit are proposed for coaching IT project teams.

A more comprehensive picture of team learning that takes into account non‐measurable dimensions of interaction might be of value in the kernel theories. More cases are required to verify the design theory in other contexts.

Project managers and team leaders can benefit form this design toolkit to approach coaching their teams.

This approach complements current models of team coaching.

The purpose of this paper is to consider theoretically the relationships between performance management, a servant leadership style and leader gender, drawing from Hackman and Wageman's theory of team coaching to suggest a servant leadership style being optimally suited to support the different leadership roles enacted at different stages of the performance management cycle. While recent research suggests that female managers may be more likely to enact a servant leadership style, team and process‐level considerations have yet to be addressed. This paper aims to theoretically address this topic.

This paper is conceptual based on theory with literature review.

Because the theory of team coaching suggests differential leader task delivery at various points in the coaching process, servant leadership's individually‐centred approach is suited to team coaching, particularly in the execution of performance management coaching.

Since research suggests that women are more likely to employ a servant leadership style, this paper explores whether gender plays a role in team coaching.

This study makes a novel contribution by considering the influence of a servant leadership style at the leadership process and team levels.

The purpose of this paper is to examine the mediating role of team and individual reflexivity in linking managerial coaching with individual learning.

Data obtained from 506 individuals in 98 engineering teams in the automobile and electronic industries were used to investigate specific hypotheses.

The results indicated that managerial coaching directly influenced team learning and individual learning, team reflexivity acted as substantial mediator for the relationship between managerial coaching and team learning, as well as the relationship between managerial coaching and individual reflexivity and team reflexivity and individual reflexivity co-acted each other as mediators for the relationship between managerial coaching and individual learning.

As the subjects of this study were engineering teams in which tasks are interdependent, there is a possibility that the task trait may have affected the results.

Managers should recognize the importance of collectively reflective activities in promoting both individual and team learning. Facilitating coaching skills are indispensable to enhance reflexivity within teams.

This study extends prior research by demonstrating the mediating role of team and individual reflexivity as mediators in linking managerial coaching to team and individual learning, which has never been investigated in previous studies.

This study aims to examine the role of team coaching in regard to team innovation by considering motivational and behavioral intervening mechanisms.

Based on a multisource approach, data was gathered from 97 work teams (341 members and 97 immediate supervisors) in a public safety organization.

Results of structural equation modeling analyses indicate that the relationship between team coaching and team innovation is mediated by team goal commitment and support for innovation. Specifically, team coaching has a direct effect on support for innovation and an indirect effect on this behavioral team process through team goal commitment. In turn, support for innovation may improve the implementation of successful team innovation.

In a global competitive context, innovation represents a key leverage to generate a competitive advantage. Team leaders who engage in coaching behaviors toward their subordinates are likely to foster innovation within their work team. Thus, organizations may benefit by designing and implementing interventions aimed at developing team leaders’ coaching skills and encouraging them to consider coaching as a core managerial responsibility.

On the whole, this study highlights the role of team coaching as a key leverage to stimulate successful innovation in work teams and the motivational and behavioral mechanisms that intervene in this relationship.

This paper is in follow up to a presentation by its authors at the 2015 Association of Training and Development Conference in Orlando, Florida where participants gathered to learn new and innovative ways of working with people. Teams are everywhere in our global society, and we see untapped opportunities to harness the energy and potential to achieve positive results. The purpose of this paper is to offer a coaching approach to working with teams that utilizes positive deviance eliciting strengths, unique skills and knowledge, and building on these to create engagement and results.

The paper is based on the coaching and professional development work with leaders and teams in organizations. The concept of positive deviance is one that the authors have explored with individuals, groups, and teams over the past several years. The approach emerged from the application of theory in practice supporting ongoing learning and development.

The authors of this paper find organizations and members of teams wanting to be successful yet often still operating in silos. Supporting leaders and team members using a positive team coaching approach creates an environment that expands thinking, encourages creativity and learning, and develops strong teams.

This paper proposes utilizing an approach that brings multiple theories together in practice. Positive team coaching includes establishing a mindset of positivity, exploring for and promoting positive deviance, and cultivating positive beliefs.

The relationship between managerial coaching and team performance may be mediated by team reflection because coaching is often thought to lead to reflection, which has been found to lead to improved performance. In contrast, this relationship might be moderated by team reflection, because poorly reflective teams are more likely to depend on coaching than highly reflective teams. The purpose of this paper is to test these rival hypotheses.

The authors employed a longitudinal survey method at two points in time in two long-term care organizations. Team members were asked to rate the level of managerial coaching and team reflection. Team managers were asked to evaluate team performance.

Team reflection turned out to be a moderator and not a mediator in the relationship between managerial coaching and team performance. Only the performance of poorly reflective teams benefits from managerial coaching.

Excessive coaching of highly reflective teams may be a waste of the energy and time of both managers and teams and may even harm team efficiency. Therefore, team managers would be wise to estimate the team’s level of reflection in order to adjust their coaching interventions accordingly. Future research should explore how managers can be supported in making a valid assessment of the team’s reflective capabilities and in adjusting their coaching interventions accordingly.

This paper sheds light on the relationship between managerial coaching and team performance by testing contradicting explanations regarding the role of team reflection.

Team coaching is a promising way to advance a shift from the classical leader to a coach who leads his/her interprofessional colleagues. It is acknowledged as an effective instrument to reinforce leaders’ roles but is rarely used in the health-care sector. This paper aims to present the team leader coaching programme (TLCP), designed to strengthen team leaders by implementing coaching tools into their work routine.

The TLCP was designed based on the evaluated intervention on patient-centred team development, an expert workshop and a literature search. It addresses leadership styles, self-reflection, role clarity, attitude, moderation techniques and coaching tools with a focus on systemic questions. It was implemented as a train-the-trainer concept, in two training groups including 27 participants from 12 clinics (“multi-clinic” group) and another in-house training group (“single-clinic” group) including 15 participants from one clinic.

There were differences in the evaluation of the training between the group that received an inhouse training (“single-clinic” group) and the group that received a workshop in a group of professions from different clinics (“multi-clinic” group) with a tendency for a more positive evaluation by the “multi-clinic” group.

The TLCP is a promising programme to potentially improve teamwork in rehabilitation clinics, as it provides team leaders with coaching tools they can use in their work routine without being dependent on external coaches. It is characterized by a reflective stance, which seems to be highly necessary to optimally fulfil the role of a team leader.

The purpose of this study was to investigate the effects of managerial coaching, as well as interactive and diagnostic uses of management control systems (MCS), on reflection and critical reflection, which are important for team learning.

Data were collected using a questionnaire survey. Hierarchical regression analyses were performed to test hypotheses using data from 235 employees in 50 teams from a Japanese automotive supplier.

The results indicated that: MCS used interactively have a positive influence on critical reflection in teams; MCS used diagnostically have no significant effect on reflection or critical reflection in teams; and managerial coaching has a positive influence on team reflection.

These findings suggest that the interactive use of MCS should be combined with managerial coaching in promoting reflection and critical reflection within teams. Because this study used data from employees of a Japanese automotive supplier, the results may have been influenced by the Japanese management style.

Organizations need to implement interactive MCS at the team level, while coaching programs should be provided for managers to enhance team learning.

This study extends the existing literature by examining the effect of MCS at the team level, and identifying that managerial coaching plays a complementary role, supporting the interactive use of MCS in promoting reflection within a team.