No full-text available
To read the full-text of this research,
you can request a copy directly from the authors.
A Theory of Team Coaching
Abstract
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.
... COVID-19 pandemic is a crisis situation in which the tasks performed by HCWs are uncertain, time sensitive, complex and unpredictable, requiring urgency, vigilance, interdependence and delegation amongst staff. Two primary dimensions of this crisis situation are urgency and novelty (79). Urgency corresponds to the immediate intervention to contain the spread of the disease, treat those who are infected and simultaneously organise the healthcare system to continue functioning smoothly. ...
... booking appointments which are highly bureaucratic and have multiple points of failure with no standardisation in conduct between clinicians". These findings synchronise with the findings from multiple studies (35,50,56,76,[78][79][80][81] which signified the role of team leaders, managers and supervisors to direct their staff group in a deindividualized manner, focusing on cooperation and collaboration rather than a hierarchical dictating role during a crisis. HCWs can collaborate and integrate their competencies to share the burden of workload, which has been implemented by trusts across the country by 'de-specialisation of junior doctors', reconfiguration and amalgamation of clinical departments. ...
... These findings are analogous with those from the study by Ackerman and Benzuidenhout which concluded that unequal task distribution and inflexible work timings may create resentment amongst staff(50). Although, this did not affect HCWs willingness to report to work during the crisis but may create a hostile environment at work.Redeployments, changes in job plan and clarity about job role has affected HCWs during the crisis, as reaffirmed in literature(76,78,79). Some have become increasingly anxious due to the intense workload causing a psychological impact; others have been given some flexibility in their work routine. ...
Objectives: To explore the challenges faced and physical, psychological, social and professional impact of COVID-19 on HCWs. factors influencing HCW’s willingness to report to work during the crisis. To determine the factors influencing HCW’s willingness to report to work during the crisis and effect of community,
organisational and government’s support on the well-being of HCWs. Method: This quantitative research used an online survey tool, posted on social media platforms. Data analysis was retrieved from the built-in online survey software and SPSS was used to generate p-value to ascertain statistical significance between variables
using Chi-square tests in regression analysis. Results: 152 HCWs were included in this study, 118 were female and 34 male. There was a strong association between willingness to work and fear of acquiring infection (p-value < 0.0043 at 95% CI). 65% of HCWs felt that their friends or family avoided them from fear of getting infected
with COVID-19. There was a significant statistical association between anxiety and depression (p-value < 0.001 at 95% CI). Conclusion: The most significant impacts of COVID-19 were social, professional, and psychological. HCWs suffered from anxiety, depression, Post Traumatic Stress Disorder (PTSD), moral injury and feeling of
desolation. These feelings arose from unsafe work environment, fear of infection and transmission to loved ones, unsupportive workplace and added workload. Professionally, some HCWs felt that they lost skills or confidence in their work and their job role became irrelevant/ secondary. Also, of significance was lack of support from the employers, management, or supervisors.
... Leaders enact leadership in a variety of ways, from laissez-faire hands-off approaches to more involved ways, such as team coaching. Team coaching can be understood as a way of leading that emphasizes "direct interaction with a team intended to help members in the coordinated and task-appropriate use of their collective resources in accomplishing the team's work" [9] (p. 269). ...
... As conceptualized by Hackman and Wageman [9] and supported by the literature, team coaching can be effectively carried out by an internal team leader [13]. This approach differs from executive coaching, where typically, an external consultant is hired to develop one individual at a time [14]. ...
... It is important to state that there are a variety of existing team coaching models outside of the Hackman and Wageman [9] framework-such as the Systemic Team Coaching model [17] or Thorton's [18] psychodynamic perspective. We proceed in using the Hackman and Wageman [9] internal approach alongside its empirically corroborated propositions [2] not only because there is simply more evidence behind the leader-behavioral approach [19], but also because this framework is task-focused and useful for teams that have certain characteristics, such as a clear task and a compact membership structure. ...
Team coaching has been found to increase group effort, improve interpersonal processes, and increase team knowledge and learning. However, the team coaching literature is renowned for its inability to define team coaching itself—making it difficult to solidify its place in the world of team science. So far, there is no consensus on what specific training would serve internal leaders best, and how they would connect to the team coaching literature. We know leadership and team training are effective in improving organizational outcomes, but the gap in the literature lies in identifying what specific competencies internal team coaches need, and what training could fulfill these. In this piece, we seek to (1) identify what competencies internal team leaders need based on the outcomes we know team coaching yields, (2) identify specific behaviors that can fulfill these competencies, and (3) integrate the literature to form an evidence-based guide on what training to provide to internal team coaches. By doing so, we hope to provide a definitive understanding of what internal team coaches need to be successful.
... Encouraging a high level of collaboration in temporary, online groups can be difficult given the absence of established roles or norms for working together. Successful team leaders in traditional contexts often use early formative moments to set norms fostering beneficial communication and collaboration patterns for teamwork (Hackman & Wageman, 2005). However, online temporary collaboration contexts typically lack clear roles or opportunities to shape collective norms, and thus the degree to which collaboration develops is dependent on whether one or more collaborators take the initiative to try to influence it. ...
... Building on this work, recent research demonstrates that these three collaborative processes-skill use, task strategy, and collective effort-are significant drivers of collective intelligence in both face-to-face and online teams, whether members are strangers or have an ongoing working relationship (Riedl et al., 2021). Furthermore, research on interventions to improve these collaborative processes has demonstrated that they are important leverage points for altering the trajectory of a group's work (Hackman & Wageman, 2005). Studies of such interventions have shown that even short, targeted efforts can improve collaborative processes and have a substantial impact on performance, particularly when they occur early in a group's life (Fisher, 2017;Hackman & Wageman, 2005;Mathieu & Rapp, 2009). ...
... Furthermore, research on interventions to improve these collaborative processes has demonstrated that they are important leverage points for altering the trajectory of a group's work (Hackman & Wageman, 2005). Studies of such interventions have shown that even short, targeted efforts can improve collaborative processes and have a substantial impact on performance, particularly when they occur early in a group's life (Fisher, 2017;Hackman & Wageman, 2005;Mathieu & Rapp, 2009). ...
The dramatic expansion of internet communication tools has led to the increased use of temporary online groups to solve problems, provide services, or produce new knowledge. However, many of these groups need help to collaborate effectively. The rapid development of new tools and collaboration forms requires ongoing experimentation to develop and test new ways to support this novel form of teamwork. Building on research demonstrating the use of nudges to shape behavior, we report the results of an experiment to nudge teamwork in 168 temporary online groups randomly assigned to one of four different nudge treatments. Each nudge was designed to spur one of three targeted collaborative processes (collaborator skill use, effective task strategy, and the level of collective effort) demonstrated to enhance collective intelligence in extant research. Our results support the basic notion that digitally nudging collaborative processes can improve collective intelligence. However, to our surprise, a couple of nudges had unintended negative effects and ultimately decreased collective intelligence. We discuss our results using structured speculation to systematically consider the conditions under which we would or would not expect the same patterns to materialize in order to clearly articulate directions for future research.
... Important theses on coordination according to Burke (Burke et al., 2006) Mutual monitoring -contributes to a team's ability to adaptively execute a plan in several ways (McIntyre & Salas, 1995) -facilitates an awareness of timing and pacing of team member action, which is needed for effective adaptive coordination (Kozlowski, 1998) Communication -provided feedback as verbal suggestions can assist in getting performance back on track (Dickinson & McIntyre, 1997), teams with a higher speech rate work more effective under time pressure (Gervits, 2016) -feedback influences creative projects over time (Harrison & Rouse, 2014) through its interactive nature Original scientific paper 16 -feedback providers can co-construct a problem space (Cannon-Bowers et al., 1995) that provides openings for changing solutions Backup behavior -critical to both, the social and task performance of teams (Dickinson & McIntyre, 1997;McIntyre & Salas, 1995) -helping other team members perform their role especially when it is apparent that they will fail to reach those goals (Porter, 2003) -applied through temporarily take over of a member´s responsibilities until the problem is resolved (Cannon-Bowers et al.,1995) Leadership -they can play a key role in facilitating a team's propensity to adapt by choosing how and when to intervene to promote review and revision of procedures (Gersick & Hackman, 1990;Hackman & Wageman, 2005) -extreme action teams can achieve rapid coordination and reliable performance by more dynamic delegation of leadership (Lim & Klein, 2006) or shared leadership (Brown & Giolia, 2002;Klenke, 1997) In order to create an adaptive coordinated action related to the respective task, team and situational characteristics, the way the team member processes are interacting is crucial (Burke et al., 2006). When focusing for example on coordination to promote innovative and creative ideas within teams the adaptation of creative group coordination processes is essential (Georgiades, 2015). ...
... -helping other team members perform their role especially when it is apparent that they will fail to reach those goals (Porter, 2003) NOT CONFIRMED -applied through temporarily take over of a member´s responsibilities until the problem is resolved (Cannon-Bowers et al.,1995) NOT CONFIRMED Leadership -they can play a key role in facilitating a team's propensity to adapt by choosing how and when to intervene to promote review and revision of procedures (Gersick & Hackman, 1990;Hackman & Wageman, 2005) CONFIRMED -extreme action teams can achieve rapid coordination and reliable performance by more dynamic delegation of leadership (Lim & Klein, 2006) (1) Cooperation & communication: The alignment of interests of team members is reached through cooperation work and communication in virtual field-level events. ...
Organized field-level-events, such as temporary New Work formats (e.g. hackathons, urban labs) can be important mechanisms that play a central role in the transformation of a field as they may configure it. Here, cooperation work of an interdisciplinary and creative teams is crucial and requires adjusted coordination practices. Through research conducted as part of the dissertation initial results show important creative team coordination forms of mutual monitoring, backup behavior, communication, leadership as well as of cooperation work during an organized virtual field-level for urban revitalization. Based on a qualitative case study, field investigations rely on multiple data sources such as video observations, group discussions and expert interviews. They were conducted within the EU-Interreg-Project "CINEMA" which focuses on urban revitalization. Within the framework of the investigations the organized field-level event represents a virtual hackathon, where creative teams worked on a solution to a pre-defined problem using digital collaborative tools (e.g. Zoom, Miro). The occurrence of the pandemic represents the unexpected field-level event throughout the length of the project. Generated results of the doctoral thesis are aimed to be scientifically and practically exploited in various areas due to the transdisciplinary nature of the project.
... Hence, we focused on coaching leadership which, unlike transformational leadership, emphasizes the recognition and development of employees' idiosyncratic characteristics and individuality by enabling effective working alliances within teams. Indeed, coaching leaders provide tailored support that helps individuals to reach their full potential (Hamlin et al., 2009), build partnerships with and among team members to support growth and goal attainment (e.g. to acquire new skills, use current strengths and abilities) and facilitate teams in self-management (Hackman and Wageman, 2005;Morgeson, 2005). To the best of our knowledge, research on leadership has mainly adopted an individualized perspective, examining its relationship with self-efficacy beliefs rather than team collective efficacy (Decuypere and Schaufeli, 2021;Tummers and Bakker, 2021;Wang et al., 2016). ...
... In addition, while the "leader as a coach" is expected to mobilize the collective agency of the team to help members make coordinated efforts and manage the performance problems that may arise (Hackman and Wageman, 2005), he/she also cultivates supportive one-to-one relationships (Anderson, 2013). Such relationships are assumed to support team members in discovering and actualizing their actual and potential characteristics in the process of goal attainment (Cardoso et al., 2014), thereby making positive experiences outweigh the negative ones (Hagen, 2012). ...
Purpose
Team-based work is increasing within organizations nowadays. Despite calls for differentiation between individual and team levels of analysis, research on leadership effects at multiple levels is still limited. By integrating the Conservation of Resources and Social Cognitive theories, this paper aims to analyze the relationships between coaching leadership, team collective efficacy and individual exhaustion via multilevel modeling.
Design/methodology/approach
This paper opted for an exploratory study testing a 2-2-1 multilevel mediational model, positing team collective efficacy as a key factor in mediating the relationship between coaching leadership at the team level and exhaustion at the individual level. The hypotheses were tested on a sample of 311 employees, nested in 72 teams (Msize = 5.70, SDsize = 2.82 team members) of a large Italian company that provides financial services.
Findings
Results supported the positive association between coaching leadership and team collective efficacy, which, in turn, was negatively associated with team members’ average score in exhaustion and fully mediated the effect of coaching leadership on exhaustion, even controlling for team design features (i.e. task interdependence and team virtuality). The association between coaching leadership and exhaustion was only indirect, explained by team collective efficacy.
Research limitations/implications
Because of the self-report nature of the measures and the cross-sectional nature of the data, this research results might raise problems of variance in common methods and not allow causal conclusions to be drawn. Therefore, researchers are encouraged to test the proposed propositions further.
Practical implications
This paper includes several practical implications for enhancing group efficacy beliefs, which have an impact on individual well-being within the team.
Originality/value
This paper addresses the lack of empirical findings on the multilevel nature of the relationship between coaching-based leadership, collective team effectiveness and individual exhaustion.
... It is important for everyone to stay on task, honor whichever agreements were made, and maintain the prerequisites for team flow (i.e., mutual commitment; cf. Hackman & Wageman, 2005). The team is now gradually approaching an actual team flow experience. ...
... Using the data provided by the Team Flow Monitor allowed the team to see how these challenges are affecting their team's dynamic, which in turn allowed them to open these problems up to discussion and eventual resolution. This not only solved the problem, but also increased the team's self-efficacy for resolving issues and thus built trust and team morale (cf.Hackman & Wageman, 2005) and improved their experience of team flow. Over the course of the study, this team made great strides in the area of communication. ...
An important question in teamwork research is how to maximize performance and the aspects of the team's dynamics and collaboration process that underpin it. Prior research has shown that when team members who are collaborating towards a common purpose experience flow together ( team flow; optimal experiences that occur simultaneously at the individual and team levels, entailing deep focus and intrinsic motivation to perform an activity ), the team significantly improves its performance and team members experience many positive results at both the individual and team levels. Further advances have built a model of team flow and a means for measuring the construct, as well as qualitative results in business teams to confirm how the elements of team flow interact to generate the positive experiences and higher performance. This study adds practical value to the research by providing proof‐of‐concept for an intervention that promotes team flow in business teams. This cross‐case‐study of 15 teams across five different organizations uses the Team Flow Monitor as a barometer of team health and dynamics, which in turn serves as the centerpiece of an iterative intervention protocol for leading/guiding teams in targeted self‐reflection that can generate virtuous cycles of improving dynamics and performance. In addition to a significant amount of qualitative data confirming the efficacy of the intervention in enabling teams to overcome obstacles and experience more team flow, quantitative analysis of Team Flow Monitor scores showed an increase on average team flow scores across the teams over the course of the intervention (Cohen's d = 0.6). Implications for translating team flow research to field situations are discussed, along with further potential uses of the Team Flow Monitor.
... Such teams leverage individual talents, optimize processes, and minimize inefficiencies, resulting in increased productivity and performance (Katzenbach, & Smith, 2015). Effective team performance leads to improved decision-making processes, enhanced employee engagement and satisfaction, boosted morale and team spirit, as well as increased customer satisfaction and loyalty (Hackman & Wageman, 2005;Salas et al., 2015). Moreover, highperforming teams exhibit greater adaptability and resilience in the face of change and uncertainty (Homan, et al., 2016). ...
... When team members communicate openly, share information, and collaborate effectively, they can leverage each other's strengths, coordinate their efforts, and overcome challenges more efficiently, leading to higher productivity and better results (Page, 2017). Furthermore, team output is influenced by the team's shared goals, clarity of roles and responsibilities, and alignment with organizational objectives (Hackman & Wageman, 2005). When team members are motivated, engaged, and empowered to contribute their best efforts towards a common purpose, they are more likely to achieve superior results (Luthans & Youssef-Morgan, 2017). ...
The study investigates the relationship between diversity and inclusion and team performance of the oil and gas firms in Rivers State. A survey study was carried out in this study. The population comprised 4520 employees of the oil and gas firms in Rivers State and the samples were 317 employees of the oil and gas firms. The Taro Yamane 1967 formula was used to derive the sample size. The spearman rank order correlation coefficient was used in analysing the stated hypotheses. The findings revealed a positive correlation between the dimensions of diversity and inclusion (diversity training and inclusivity of voices and perspectives) and team performance. The study concludes that diversity and inclusion relate with the team performance of the oil and gas firms. The study recommends enhancing diversity training and inclusivity of voices and perspectives for improved team performance.
... In construction, communication serves as both an input (information, instructions, updates) and a process (coordination, reporting, conflict resolution) that facilitates achieving the project's desired outputs-such as cost efficiency, adherence to timelines, and high-quality outcomes. Effective communication within the IPO model ensures that information flows systematically throughout the project lifecycle, leading to improved performance (Hackman & Wageman, 2005). ...
Effective communication is a critical factor influencing the success of construction projects, impacting project performance in terms of time, cost, and quality. This study investigates the relationship between communication practices and project outcomes in the construction industry. Utilizing a mixed-methods approach, quantitative data were collected through surveys with project stakeholders, while qualitative insights were obtained from interviews with experienced construction professionals. Results indicate that projects with structured and clear communication practices demonstrate improved performance, reduced delays, and cost efficiency. Key barriers identified include language differences, inconsistent information flow, and delayed updates. The study highlights the importance of adopting digital communication tools and standardized protocols to enhance communication effectiveness. These findings underscore the need for strategic communication management to achieve optimal project performance
... Such increased 'team reflexivity' is known to be linked to effective team performance [33]. Research shows that transition periods -as in our case study-are optimal moments for reflection on achievements, providing ample learning opportunities to determine where improvements can be made [34,35]. The intervention described here may therefore indirectly foster more effective learning for teams in a more general sense. ...
Introduction
Integrated care is crucial in delivering coherent and coordinated support to families with multiple and complex problems. Reorienting care organisations towards integrated care is a complex organisational change process. It requires both structural and behavioural adjustments. To learn about effective practice, it is useful to study implementation between contexts.
Description
This mixed methods case study provides a comparison over time of five regional teams simultaneously implementing an integrated care delivery mode. Group interviews identified whether and how different elements in the change approach helped or hindered the change progress.
Discussion
We describe and discuss how the teams were guided and supported in learning to make the behavioural switches associated with their new integrated mode of operation.
Conclusion
Our support-interventions appeared to be largely successful in fostering four pre-defined integrated care behaviours. This research took place during the Covid-19 pandemic, which was challenging but also brought unexpected benefits.
... As far as coaching intervention is the subject of discussion in creating conditions to enable people in better performance as their abilities dictate (Richard, 1995), beneficiaries receive instant feedback about their performance which reinforces success and helps them to quickly correct any mistakes. To this end, coaching catalyses the processes of performance improvement. ...
Coaching is considered as a great tool for employees in any organization to understand the goal so as they can work towards it which turns into good performance of the organization. Coaching program was introduced in Rwandan local government entities to see whether employees can improve on these entities’ performance regarding performance contract Imihigo. The present paper intends to study effects of coaching programs in the Imihigo region of Rwamagana district. Researchers applied a case study research design through which a case study was selected and qualitative data were then collected. Information collected by the use of interviews and the content from documents was thematically analysed. The GROW (goals, reality, options and will) model was considered as a theoretical guide for the study. The total of 108 Local government employees from Rwamagana district was the target population from which 85 employees were purposively selected. Saturation was applied as a sample elements selection technique. The findings of the paper showed that there are positive effects of coaching programs on the good performance of Rwamagana district in “Performance Contracts” termed as Imihigo. It was revealed that, there are changes manifested due to collaboration existing between the Coaching Program and Local Government institutions in the budgetary years 2017-2019 when this approach was implemented in all Districts. Coaching interventions administered on organization employees showed their influential effects in performing very well in Imihigo contract of Rwamagana district. Based on the aforementioned findings, the study concluded that the coaching intervention, among other factors, was identified as an agent of significant effects manifested in three consecutive financial years towards better performance of Imihigo of Rwamanagana district. As suggestions to central, local government and partners, there is a need to undertake coaching initiatives to continue enhancing local government entities’ capacity to effectively deliver to their mandate. The national, local government and stakeholders must raise enough money to sustain the implementation coaching approach since it proved to be of importance for local governments. Recipients of the program are supposed to also make the program theirs for its effectiveness and sustainability.
... tts and sMts are indeed different in many ways. however, they are similar in their need for a coach (formal or informal leader) (hackman & Wageman, 2005), a group objective (alper et al. 1998; nisula & kianto, 2016), frequent and direct communication (lv & Feng, 2021) which often includes communicating to the larger organization on behalf of the team as is the case for sMts (Manz & sims, 1987), the definition of group boundaries, i.e. in-group versus out-group (ancona & caldwell, 1992), and member selection of individuals of highly specialized skillsselected for the objective of the team. ...
This study aims to explore the frequency of workers’ participation in modern team types, compare them to each other, and report how participation in the various team types fulfills basic needs satisfaction. An exploratory, cross-sectional study was conducted among employees from the USA. (N = 459) and the UK. (N = 612). Participation in unconventional team types (i.e. temporary, self-managing, and temporary self-managing teams) serves as an independent variable to explore employees’ experiences. Next, we correlate team-type experiences and Basic Need Satisfaction (W-BNS). Evidence suggests that temporary forms of teamwork underperform teams of open-ended duration in meeting basic needs satisfaction. The study reveals that a novel team form, a temporary self-managing team, is understudied yet relatively common in workplaces. Unconventional teams are increasingly common, especially in dynamic industries. However, these teams often under satisfy members compared to permanent, managed teams in meeting psychological needs like autonomy, competence, and relatedness. Organizations must balance innovative team configurations with individual needs. National sampling suggests that unidentified cultural differences are not yet understood, and further investigation is required to explain national/cultural (USA/UK) differences.
... В отличие от менторства коучинг сфокусирован на достижении четко определенных целей вместо общего развития. Командный коучинг -это прямое взаимодействие с командой, призванное помочь членам команды реализовать скоординированное и соответствующее задаче применение своих навыков в работе [31]. Кардиохирурги рассматриваются как основные лидеры в кардиохирургической бригаде, а значит, могут взять на себя руководство и эффективный коучинг для остальных ее членов. ...
... Effective leaders contribute to group success and cohesion by creating a supportive environment, overseeing and organizing tasks, educating and coordinating junior staff, motivating team members, and actively participating in collaborative efforts. This approach emphasizes that leaders should prioritize the needs of their followers and the community over their personal interests to be truly effective (Hackman & Wageman, 2005;Northouse, 2018). ...
Budgeting guarantees that an organization has enough resources to accomplish its objectives. There are various studies that have been published related to budgeting. The budgeting of student organization funds in university remains an understudied domain; thus, this research seeks to fill this gap by contributing to the existing body of knowledge while elucidating the allocation processes to enhance transparency and accountability. The objective of this study was to determine the factors affecting the budgeting of student organization funds in university in Philippines. The study utilized descriptive-correlational analysis supported by survey data gathered through a total enumeration of 16 student organizations, employing a hybrid (online and offline) data collection, identified a statistically significant and positively correlated linear relationship between financial-related factors and managerial-related factors. The study revealed that student organization officers have strong financial knowledge and skills. High scores in financial skills and budgetary planning escalate the effective management in achieving goals, aligning with functional leadership theory. However, there is a need for better training programs to address gaps, particularly in using budgets as forecasts. The study also found that improving interpersonal skills can enhance financial management, and the relationship between financial and managerial skills is consistently positive across different groups. Aside from a discussion of the findings considering the relevant reviewed literature, there are recommendations to academics and practitioners, as well as proposals for further study in this field. Along with these results, it is best for universities to consider integrating budget-related training and seminars if they want to have well- rounded student leaders who are indeed capable of leading and providing good-quality service to their fellow students.
... Learning can be defined as the acquisition of knowledge, skills, and attitudes through experience, training, and education (Marsick et al., 1991). Team members who continually learn and develop their social, project management, technical, and creative skills are more likely to perform better in their roles and contribute to the success of the team (Hackman & Wageman, 2005). ...
Agile Software Development (ASD) is a modern project management approach that emphasizes flexibility and adaptability in software development processes (Beck et al., 2001). With the onset of the COVID-19 pandemic, remote work has become more prevalent, many companies have adopted this mode of work to comply with social distancing measures and ensure business continuity. In addition to remote work, there are two other work models frequently exercised in recent years: proximal work and hybrid work. Proximal work involves individuals or teams working in close physical proximity to each other, typically in the same location, building, or workspace. This mode of work leverages technology, collocation, and infrastructure to facilitate communication and collaboration, allowing team members to work together seamlessly in the same physical location (Elsbach & Cable, 2012). Hybrid work combines remote work and in-office work, giving employees the flexibility to work from both locations as needed. This work model has become more popular in recent years due to advancements in technology, which allow employees to work remotely and still maintain regular communication with their team (Iqbal et al., 2021)
... Some concept designs might also not involve a specific requirement for the final embodiment. [43,77,97,273], group facilitation [262], community facilitation [383], team coaching [158], and human group leadership [33], we compiled a list of mediation intervention categories in three categories. In task interventions the mediator works on functional, task-level group dynamics, interactional interventions influence and are triggered by interpersonal or group-level processes, and un-directed contextual interventions aim to change the framing and atmosphere of the activity: ...
Group processes refer to the dynamics that occur within a group and are critical for understanding how groups function. With robots being increasingly placed within small groups, improving these processes has emerged as an important application of social robotics. Social Mediation Robots elicit behavioral change within groups by deliberately influencing the processes of groups. While research in this field has demonstrated that robots can effectively affect interpersonal dynamics, there is a notable gap in integrating these insights to develop coherent understanding and theory. We present a scoping review of literature targeting changes in social interactions between multiple humans through intentional action from robotic agents. To guide our review, we adapt the classical Input-Process-Output (I-P-O) models that we call "Mediation I-P-O model". We evaluated 1633 publications, which yielded 89 distinct social mediation concepts. We construct 11 mediation approaches robots can use to shape processes in small groups and teams. This work strives to produce generalizable insights and evaluate the extent to which the potential of social mediation through robots has been realized thus far. We hope that the proposed framework encourages a holistic approach to the study of social mediation and provides a foundation to standardize future reporting in the domain.
... Some have suggested that coaching practices vary from more directive (task-oriented, tell-oriented) to less directive (process-oriented; ask-oriented) behaviors and supports, depending on context and the challenges being Review Copy -Not for Redistribution File Use Subject to Terms & Conditions of PDF License Agreement (PLA) Building Capabilities for the Future 169 responded to (Clutterbuck, 2007;Glaser & Strauss, 1967;Hackman & Wageman, 2005;Hamlin et al., 2007;Huffington, 2007;Ives, 2008;Lippitt & Lippit, 1986). In our experience, a focus on coaching for performance, outcomes, and results is more common in the context of school systems (Knight, 2007;Laske, 2003;Weddle, et al., 2023). ...
... El subestilo miembro del equipo, es menos jerárquico, el líder se muestra como un miembro más del equipo, compartiendo responsabilidad, y liderazgo, los miembros se sienten más empoderados, se caracteriza por una mayor flexibilidad y responsabilidad compartida, los éxitos y los fracasos de las decisiones son asumidos por todos. Especialmente indicado para grupos cualificados autónomos y con experiencia y capacidad (Hackman y Wageman, 2005). ...
Introducción: La influencia del género en los estilos de liderazgo es un tema complejo. Históricamente, se han perpetuado estereotipos de género, asociando a los hombres con rasgos como la asertividad, decisión y competitividad; y cualidades como la empatía, colaboración y el cariño a las mujeres. El presente estudio tiene como objetivo analizar tipos de liderazgo y la capacidad de aplicarlo a distintas situaciones en función de las variables tipos de trabajo y sexo. Metodología: Se realizó un estudio descriptivo no experimental transversal en una muestra de 617 personas. Se aplicó la escala LJI-2. Leadership Judgement Indicator para evaluar cuatro estilos de liderazgo, y la capacidad de aplicarlos a distintas situaciones. Resultados: Se constatan diferencias respecto al tipo de empresa y niveles de educación entre hombres y mujeres. Se señalan diferencias significativas en los estilos de dirección, el estilo directivo, consultante y delegatorio entre los varones, y consensual entre las mujeres. Destaca la correlación negativa, en las mujeres, entre el estilo directivo y el delegatorio Discusión: los estilos de liderazgo individuales están influenciados por una interacción de experiencias personales, normas culturales y contextos organizacionales. Conclusiones: Se observan diferencias en el estilo de liderazgo en función del sexo y tipos de trabajo.
... Groupbased developmental interventions can potentially leverage collective learning and support, especially in team settings. Despite prior theory on team coaching (Hackman and Wageman, 2005) and research on team mentoring (Williams et al., 2009), it is perhaps surprising that the field has not seen further development of team coaching and mentoring. This may be due to the perception that team mentoring is not the same as developmental relationships. ...
... The Leadership Practice Project provides a context for students to apply leadership concepts they are learning in real time, to assess the results, and to make adjustments over the course of the semester. This practical application with reflection should result in improving their individual capacity for leadership [25], [26] and may enhance their respective teams' capacity as well [4], [27]. The improved leadership capacity may also result in improved outcomes for the focal projects, benefiting not only the students themselves but also their professors, clients, and institutions. ...
... Moreover, the integrated model encourages a collaborative leadership style that fosters teamwork, innovation, and creativity. Leaders can leverage insights into group dynamics and organizational culture to build cohesive teams, facilitate open communication, and empower employees to contribute to decision-making processes (Hackman & Wageman, 2005). This collaborative environment not only enhances team performance but also drives innovation by allowing diverse perspectives to influence organizational strategies (Edmondson, 2018). ...
This article examines the integration of Quantum Field Theory (QFT) with Classical Field Theory (CFT) to enhance our understanding of organizational dynamics. It highlights the correspondence between Lewin's classical field model, F=∫(P,E), and QFT-based models, illustrating the complex interactions that influence organizational behavior and effectiveness. Lewin's quantized model, Forg=∫[P,∫(CCF,CEF),TE], incorporates personal traits (P), complex conformal and entropic fields (CCF and CEF), and transitional environments (TE), emphasizing the role of systemic flexibility in organizational evolution. Concurrently, the Quantum Organizational Field (QOF) model, integrates strategy, structure, culture, and management systems with interactive and social dynamics. This holistic framework fosters resilience, ambidexterity, and innovation, offering a robust approach to enhancing organizational effectiveness in a complex, multipolar world.
... Team coaching in the workplace is a relatively recent concept. Team coaching has first been discussed by Hackman and Wageman (2005) as a direct intervention with a team that focuses on enhancing the performance, collaboration, and effectiveness of a team by providing support, guidance, and feedback to its members. Skiffington and Zeus (2000) also describe the team coach as someone who facilitates problem-solving and conflict management. ...
The handbook explores the foundational steps required to establish trust in e-coaching in higher education. With the growing prevalence of digital platforms in higher education, the handbook emphasises the importance of building a trustworthy relationship between users and digital coaches to enhance learning outcomes. The handbook covers various coaching methodologies, theoretical perspectives, and practical strategies for implementing e-coaching in higher education. Key components of the e-coaching framework include fostering trust, dialogue, ownership, and co-creation, all of which are crucial for effective digital coaching. The handbook also examines tools and techniques that support e-coaching, providing a comprehensive overview of digital collaboration tools, presentation applications, and assessment strategies. Through this framework, the handbook aims to guide educators and institutions in successfully integrating digital coaches into their teaching practices, ultimately promoting a more interactive and supportive learning environment.
... Kolmas ryhmien toiminnan vaihe on loppuvaihe, jolloin pienryhmän toiminta keskittyy tietosisällön varmistamiseen, tuottamiseen ja ryhmien tuloksen jakamiseen verkko-opintojaksolla tai webinaarissa. (Hackman & Wageman, 2005;Timonen & Ruokamo, 2021, 2022.) Nämä ryhmän kolme eri vaihetta voivat toistua verkko-opintojakson aikana useita kertoja. ...
Koronapandemian jälkeinen aika vaatii yhä ammattitaitoisempia verkko-opettajia. Artikkelissa tarkastellaan reaaliaikaisen yhteisöllisen verkko-opiskelun valmennuspedagogista mallia uudesta näkökulmasta: käänteisen oppimisen kautta. Artikkelissa tutkitaan reaaliaikaista yhteisöllistä verkko-opiskelua tukevia tekijöitä ja verkko-opiskelijoiden näkemyksiä käänteisen oppimisen ominaisuuksista reaaliaikaisen yhteisöllisen verkko-opiskelun valmennus-pedagogiseen malliin. Laadulliset aineistot kerättiin eräässä ammattikorkeakoulussa toukokuussa 2020 verkkokyselynä verkkotutkinto-opiskelijoilta (n = 17) sekä keväällä 2021 Webinaaripedagogiikka-opintojakson opiskelijoilta loppukyselynä (n = 16), oppimispäiväkirjoina (n = 14) ja raportteina (n = 15). Tutkimuksen aineistot analysoitiin sekä aineistolähtöisesti että teoriaohjaavasti laadullisen sisällönanalyysin menetelmällä. Tutkimuksen tulokset osoittavat, että opiskelijanäkemysten perusteella käänteistä oppimista tuottavat: 1) ennakkoon suunnitellut opiskelijakeskeiset yhteisölliset webinaarit, 2) itseohjautuvuutta tukevat, monipuolisesti motivoivat tehtävät, 3) pedagogisesta toteutuksesta tiedottaminen, tukeminen ja ohjaus viestimisessä sekä 4) omatahtisuutta tukeva avoin, joustava oppiminen. Tutkimuksen tulosten avulla verkko-opiskelijat ja -opettajat saavat itselleen välineitä aktiiviseen yhteisölliseen verkko-opiskeluun ja -opetukseen. Tutkimuksen käytännön merkityksenä ja hyötynä koulutukseen on, että reaaliaikaisen yhteisöllisen verkko-opiskelun valmennuspedagogisen mallin hyödyntäminen ja siihen sisältyvän opetusläsnäolon suunnitelma voi tuottaa motivoitunutta yhteisöllistä verkko-opiskelua. Tuloksilla voidaan kehittää reaaliaikaista yhteisöllistä verkkopedagogiikkaa eri koulutusasteilla ja työelämässä.
... They have their own perspectives and experiences that shape their perception and behavior. At the same time, however, psychological processes (e.g., motivation, emotions) at the individual level can strongly influence team performance (Hackman & Wageman, 2005). On the other hand, psychological processes at the team level refer to the different activities and interactions that occur within a team as it works towards achieving its goals. ...
We have developed a model for the formation and development of crises in professional soccer. Players often describe their experiences of crisis in terms of a vortex that pulls them deeper into distress and dysfunction, despite their best efforts to escape. This metaphor aptly characterizes the complex interplay of psychological, social, and organizational factors that contribute to the crisis. At the heart of this research is the identification of a 'downward spiral'—a critical pathway where initial failures lead to mounting pressures, increased anxiety, and a pervasive sense of dread that can cripple even the most skilled athletes. This model serves as a call to action for sports organizations to cultivate environments that support psychological resilience and robust team cohesion. By recognizing the signs of impending crises and implementing preventive measures, teams can maintain high performance and navigate through challenges more effectively.t
... For an organization to effectively utilize diverse suppliers, it must be prepared to address the aforementioned challenges along with others. Success, as defined by Hackman and Wageman (2005), is characterized by three criteria: (1) the group's output meets or surpasses performance standards; (2) the social processes employed in completing tasks enhance the capabilities of team members for future tasks; and (3) the group experience fulfills rather than hinders the personal needs of its members. While these success indicators are not exhaustive, they serve as a reference point for firms. ...
This chapter aims to analyze the studies on diversity and inclusion (D&I) within the context of supply chain teams. As organizations strive to adapt to an ever evolving and interconnected market, the composition and dynamics of supply chain teams have become critical components for sustainable growth and competitive advantage. This literature review seeks to unravel the multifaceted implications of diversity and inclusion within supply chain teams, examining the existing body of knowledge on how diverse backgrounds, perspectives, and experiences contribute to improved problem-solving, creativity, and adaptability. By exploring the nuances of diversity management, organizational culture, and the intersectionality of identities within supply chain contexts, this review aims to provide valuable insights for practitioners, researchers, and policymakers alike.
Team coaching is a relatively new and emerging field, with always evolving ideas around what it is and how it differs from team facilitation and development (Hackman & Wageman, 2005). Team-coaching programs are in many ways still in their infancy, with different curricula being developed across different institutions and training providers, however with an overall agreement that they need to differ from the training of individual coaches. After all, individual coaching is about individual learning and development and the psychology of the dyad, while team coaching is about team reflection, team development, and group dynamics, which can be very different from dynamics in a dyad. But what about the supervision of team coaches? What do current supervision models have to offer team coaches and their practice? Over the last 9 years, we have been experimenting, in the context of a team-coaching program, with a new group supervision method that specifically benefits team coaches and consultants who work regularly with intact teams. In this article, we want to initially share some thoughts on the role of the parallel process in supervision and how it has shaped our approach to team-coaching supervision. We will then describe our method, looking at the impact we have noticed and exploring the benefits and drawbacks of using it in an open or closed supervision group. Some reflections on the role of the supervisor will be offered, and we will conclude with some thoughts on the implications for supervision.
Upward influencers, employees who are more favorably perceived by their supervisors than their peers and subordinates, are predicted by economic and accounting theories and are found to be ubiquitous in many organizations. Despite their prevalence, the role of upward influencers in teams remains underexplored. This paper fills this void by using proprietary data from a service‐providing organization that allows for the identification of upward influencers based on its 360‐degree person evaluation. We find an inverted U‐shaped relationship between the fraction of upward influencers in a team and team performance. In cross‐sectional analyses, we show that this relationship is driven by conditions when the need for collaboration and information sharing is high and when managers are less experienced. Additional tests exploring the mechanisms for the role of upward influencers in teams suggest that they impair team horizontal relationships through lowering the willingness to communicate, share knowledge, and offer mutual assistance among team members. Yet, teams with upward influencers build better vertical relationships with supervisors, which, in return, is associated with supervisors allocating more of their time to provide team members with feedback and guidance. Taken together, this study contributes to the understanding of upward influencers in teams.
This study explores whether coaching can improve employee performance, employing a mixed-methods research design that combines a quantitative survey and qualitative study. A sample of 42 managers and 100 employees participated in interviews and focus groups. The quantitative component assesses job performance and satisfaction using validated tools and statistical analysis, while the qualitative component provides in-depth insights into the coaching experience through thematic analysis of interviews and focus group discussions. Coaching was found to significantly enhance individual and team performance, aligning with prior studies. Mean scores of 4.2, 4.1, 4.4, and 4.3 for job function, job satisfaction, team performance, and collaboration, respectively, highlight the strong positive impact of coaching in business. The surveys confirm that established coaching models, such as the GROW model and Cognitive Behavioural Coaching, are effective in real-world settings. The study highlights the importance of goal setting and feedback in the coaching process. The findings are valuable both theoretically, demonstrating the utility of core coaching models, and practically, suggesting that organizations should implement structured coaching programs to support performance goals. Overall, the study underscores the role of a supportive coach in helping employees overcome challenges, accomplish goals, and reach their potential.
Empowerment has been a buzzword in many companies for decades, and research shows that empowerment enhances individual, team, and company performance. In practice, though, empowerment programs often fail. People who institute the programs frequently have a narrow understanding of what empowerment is, and this limited view probably helps to account for the failures. Drawing on several decades of organizational-science research, we provide a more useful, robust definition of empowerment and describe obstacles that company leaders and other employees can throw in the path of empowerment initiatives. We then provide empirically driven, practical recommendations for overcoming the obstacles and for otherwise enhancing employee empowerment, such as having leaders model empowerment and changing the company climate to align with more empowering policies and procedures.
Team coaching has developed significantly over the past decade, and is now one of the most rapidly growing forms of coaching. Like coaching during the late 1990s and early 2000s, the theory and research in team coaching is lagging behind the practice. In coaching this led some to label the new sector of coaching as the “Wild West,” where there were few agreed rules of engagement and coaches did what they wanted, how they wanted, with little or no accountability (Sherman & Freas, 2004) and with little reference to research or evidence (Grant et al., 2010). At this time Sherman and Freas estimated the value of the coaching industry to be 10bn worldwide, and the frontier has moved to “team coaching.” In this chapter, we aim to review definitions of coaching, explore the definitions of team coaching, how team coaching compares with other group interventions and contribute to the establishment of standards or practice for the frontier of team coaching.
This thesis studies the overall effect on the full range leadership model (Avolio, Bass 1991) under the introduction of environmental variables auch as online vs offline leadership delivery and various audience and task-related factors.
The study employs a mixed-method approach: a quantitative survey analysis from 304 knowledge workers to study the perceived effectiveness of transformational leadership goals and qualitative insights from seven in-depth interviews with experienced leaders from consulting and tech industries, along with literature study on transactional leadership.
The findings strongly support the hypothesis that transformational leadership is more effective in-person, with offline settings consistently outperforming online environments across all transformational leadership goals by about 30% on average. Notably, Individualized Consideration and Inspirational Motivation show the most significant decline in effectiveness when delivered online, emphasizing the importance of personal connection and emotional resonance. While online tools mitigate some gaps, they fail to replicate the relational depth and immediacy of in-person interactions. These results contribute to leadership literature by challenging assumptions about the adaptability of transformational leadership to virtual contexts and providing practical insights for leaders navigating hybrid work environments from the experts’ insights. The study highlights the critical role of offline interactions in achieving transformational leadership goals and suggests a hybrid approach to leveraging both online and offline communication channels, providing points of reference to leaders navigating hybrid working models.
Globally, the critical role of consumer perception in achieving high product yield cannot be overstated. Consumer perception and behavior are closely related because individual behavior is always based on personal perceptions. Each consumer has a unique perspective and view of specific products. Knowledge gained through exposure to various environments and situations over time forms the basis of an individual consumer’s decisions or choices. There are four major factors reported to influence consumer behavior in relation to purchasing decisions: personal, economic, social, and psychological factors. These factors can be classified as extrinsic (social factors) and intrinsic (psychological factors) in nature, collectively forming psychosocial factors. Individual consumers perceive products differently according to their background and past experiences, which ultimately dictate their choices. This chapter highlights and discusses related theories and various factors associated with consumer perception in the choice of food and other products.
The rapid growth in the use of teams and multiple team membership has led more organizations to structure work around dynamic teams, characterized by short lifespans and fluid membership boundaries. This approach to organizing work makes it difficult for teams to work efficiently or to support the learning and growth of members. Given the importance of productivity and learning, we ask how these processes can be supported in dynamic teams. We do so in a randomized controlled field experiment conducted with 91 teams in a teaching hospital, a context in which physician trainees must learn while providing patient care in dynamic teams of care providers. We randomly assigned physician teams, or “core” teams, to launch their work with an intervention focused either on internal coordination among the core team members or on external coordination with a changing cast of external contributors such as nurses and specialists. We measured resulting levels of internal and external coordination over teams’ week-long lifespans and observed that external coordination was associated with improved team efficiency, whereas internal coordination was associated with improved individual learning. Post hoc exploratory analysis suggested that individual learning was highest when teams achieved high levels of both internal and external coordination, and it was positively correlated with improvement in the team’s patients’ average length of hospital stay. We discuss the implications of the demonstrated causal effects of team launches, along with our exploratory findings, for the management of dynamic teams and the opportunities to mitigate potential trade-offs between learning and productivity.
Supplemental Material: The online appendix is available at https://doi.org/10.1287/orsc.2022.16729 .
We live in one of the most challenging periods in decades. A pandemic has crippled societies, unraveled economies even as conflicts and disasters proliferate. The desire for individual gain continues to supersede commitment to people, our planet, and collective prosperity. The global community is facing Volatility, Uncertainty, Complexity and Ambiguity (VUCA) on a scale rarely experienced. Humanity is being tested—relentlessly. Leadership that blends coaching and compassion—what I refer to as “graceful leadership”—has never been more important.
But what is graceful leadership? Why does it matter? And how can one become a graceful leader (regardless of job title)? This chapter explores these questions drawing upon three sources of data: (1) experiences from my own journey of leadership; (2) other leaders from whom I have learned along the way; and (3) a contemporary literature review. I identify 15 proven leadership practices that can deliver joy, compassion, and performance.
Despite the widespread acceptance of executive coaching as a relational phenomenon, how these relationships play out in practice tends to be overlooked and under-researched. In this conceptual paper, we argue that the “caring, yet professionally distant” clinical approach to executive coaching is unrealistic. Challenging this approach, we propose a relational communication
perspective on coach-client friendship development, which we situate within the larger relational triad of coaches, leader-clients, and organizational sponsors/decision-makers/superiors. Adopting
micro and macro perspectives, we detail the forces that spark and sustain these friendships, including coaches' relational communication, the sincerity and instrumentality of coaches' relationship motives, and coaching's occupational characteristics. We consider the web of multiple relationships within which executive coaching occurs. Along the way, we discuss challenges to the practice of executive coaching as it relates to personal workplace relationships, and we discuss the ethical implications of these relationships. We conclude with provocative questions to guide future research and practice in both executive coaching and personal workplace relationship arenas.
Coaching is a developmental, relational, and social process that motivates and supports coachees to solve their own problems and achieve their goals. The coaching process helps individuals and teams gain greater self-awareness and insight into their current situation and guides them toward behavioral change. Change will occur when the coachee is ready to learn and relates the issue to their life or work and when they feel valued, supported, and involved in their own learning. Coaching may be process-oriented to develop the intangible, “soft skills” or content-oriented to develop competency-based, performance skills that enhance their clinical expertise. The role of the coach is to listen and reflect nonjudgmentally, to help the coachee discover the solutions which are inside them, and help them to improve their current situation. Coaching does not have to be conducted in a formal setting; individuals may be coached informally “on-the-run” as they perform their daily duties. In a healthcare setting, coaching supports the utilization of strengths and learning from excellence, develops staff capability in the nontechnical interpersonal skills, reduces stress, and promotes resilience and wellbeing. When adopted by all leaders and teams as a better way of behaving, communicating with, and relating to others, coaching can lead to transformational cultural change.
Forty years ago, Dyer summarized team science research, finding that in many areas, we lacked theoretical backing and empirical evidence—sometimes to the point of meagerness. This commentary summarizes the last four decades of team research with Dyer’s seven leading questions—finding our progress far from scant. We have uncovered groundbreaking theories, moved past understanding teamwork as only the task, researched hundreds of team emergent states, and conducted vast meta-analytic research while continuing to uncover how to make teamwork more effective and what conditions foster greatness. We also find we continue to require work in other areas, from developing better methodological practices to considering teamwork’s dynamic nature. This commentary seeks to revisit team science’s most significant breakthroughs, such as the vast improvement of team training research, and weak spots, such as our continued lack of longitudinal research. By doing so, we highlight how much progress we can make together.
Complexity management in manufacturing systems is crucial for the economic growth of countries, as efficient management can significantly improve business performance and ensure competitiveness in globalized markets. This research aims to develop a complexity management configurator that identifies critical effects, proposes solution strategies, and optimizes processes through a Lean Production and Industry 4.0 approach. To this end, its systematic design integrates the key stages of management: planning, organization, management and control. The research was structured as an applied study, implementing three main panels: general information, application of a diagnostic tool at each stage of the administrative process, and results focused on measuring the complexity and implementation of advanced technological solutions. The tool enables manufacturing companies not only to diagnose sources of complexity, but also to optimize their operations by adopting Lean methodologies and Industry 4.0 technologies. The findings show how the integration of these strategies contributes to reducing both static and dynamic complexity, resulting in greater operational efficiency and improved performance in an increasingly competitive industrial environment. In conclusion, the proposed configurator is positioned as a key tool to improve the competitiveness and sustainability of manufacturing companies by offering a comprehensive approach to complexity management that is tailored to the demands of modern industry.
Leader emotional expressions have profound implications for team members. Research has established that how frequently leaders express positive and negative emotional expressions shapes team member performance through conveying critical social-functional information about team member social worth. Yet, this social-functional approach to emotions has not fully considered how the timing of leader emotional expressions during a team’s lifecycle can also shape the information conveyed to individual team members about their social worth. In this paper, we integrate the social-functional approach to emotions with imprinting theory to propose that the temporal context of leader emotional expressions has performance implications for individual team members through two distinct facets of social worth: respect and status. Specifically, our imprinting framework explains how positive leader emotional expressions during the early team phase have the most beneficial performance implications through imprinting respect in individual team members. We then propose that these positive implications are amplified by more-frequent-than-average negative leader emotional expressions during the midpoint phase. When filtered through earlier positive expressions, negative emotional expressions during the midpoint phase may signal opportunities for respect and status gains rather than respect and status losses. We find general support for our model in a preregistered four-wave longitudinal archival study of 9,968 team members on 234 consulting teams at a leading professional services company and a four-wave longitudinal field study at a NCAA Division 1 sports program including 245 student-athletes and 86 coaches on 20 varsity teams. Our work highlights that the temporal context of leader emotional expressions is an important performance predictor through social worth.
Supplemental Material: The online appendix is available at https://doi.org/10.1287/orsc.2023.17390 .
Purpose-This study aims to explore psychological safety as a potential moderating mechanism for the relation between functional diversity and individual perceptions of learning, and functional diversity and team performance in self-assembled teams.
Design/methodology/approach-To test these relationships, the authors conducted a cross-level, time-lagged, quasi-experiment, using a sample of 143 self-assembled teams. In one condition, participants formed into functionally diverse teams, and in another condition, participants formed functionally homogeneous teams.
Findings-Results suggest that functional diversity and psychological safety have an interactive effect on both individual learning and self-assembled team performance, albeit in different directions. Specifically, low psychological safety was more deleterious for individuals on functionally diverse teams than functionally homogeneous teams when it came to perceptions of learning, but the opposite was true when it came to team performance.
Originality/value-The results of this study indicate that it is critical to train team members on developing psychological safety, both in traditional and functionally diverse contexts.
Leadership is a field of inquiry and a practical skill that involves the ability of an individual or organization to "lead" or guide other individuals, groups, or entire organizations. Academic settings define leadership as a process of social influence in which an individual can help and support others in accomplishing a shared task. Leadership from a European and academic perspective includes a view of a leader who can be motivated not only by community goals but also by the pursuit of personal power, but also emerges from a combination of many factors. In recent years, scientific interest has focused on the investigation of parameters related to school leadership, in an effort to upgrade the quality of the educational work provided and also more efficient operation of the school unit. Particular emphasis is still placed on the systematic utilization of new technologies in the entire range of administrative and teaching functions, underlining the multiple advantages they entail. The modern school leader must combine a variety of skills in order to adequately cope with his role. In this context technology is an integral part of school leadership in the sense that the profile of the digital leader is an amalgam of effective leadership styles (distributed, transformational, pedagogic) in which technology is a fundamental component.
One of the main ways in which health leaders at all levels can be developed on a daily basis has been neglected by clinical leadership research, and by the research community generally, relating to the leader consciously using evidence-based coaching skills to positively impact their direct reports, team members, peers, organisations and the wider system in the context of their vocational role, as ‘Leader-as-Coach’.
This paper summarises the research on the role of ‘Leader-as-Coach’, and translates the learning from this into the practice of clinical leadership development.
Line managers are increasingly expected to use a coaching approach and are in an ideal position to do so. While there are many similarities with professional external coaching, the behaviours of the ‘Leader-as-Coach’ are also not identical and multiple ethical issues can arise.
There is no consistent academic definition to describe the behaviours of coaching in the context of a leader’s vocational role, nor yet specific competencies for training or supervision purposes.
The outcomes are summarised from the known literature in this field. Individual and system challenges are then discussed and conclusions are drawn about what this research means in practice for clinical leaders and their systems.
Adventure tourism in the Indian Himalayan Region is a dynamic and rapidly growing sector that offers travellers unique opportunities to explore the breathtaking landscapes and cultural diversity of this region. This chapter provides a comprehensive overview of adventure tourism in the Indian Himalayan. The chapter begins by discussing the regions of Indian Himalayas and its drainage systems. Furthermore, the chapter delves into the Indian Himalayan region and adventure activities. The chapter also discuss about public and private agencies for promotion of adventure tourism in Indian Himalayan Region, which play a pivotal role in ensuring the safety and sustainability of adventure tourism activities. Later, the chapter will discuss about various adventure training institute in Indian Himalayan Region. Lastly, the chapter explores future prospects and emerging trends in adventure tourism within the Indian Himalayan Region. It discusses the role of changing traveler preferences, and the importance of community engagement in shaping the industry's trajectory.
In this article we examine the meaning of team process. We first define team process in the context of a multiphase episodic framework related to goal accomplishment, arguing that teams are multitasking units that perform multiple processes simultaneously and sequentially to orchestrate goal-directed taskwork. We then advance a taxonomy of team process dimensions synthesized from previous research and theorizing, a taxonomy that reflects our time-based conceptual framework. We conclude with implications for future research and application.
This paper reports on a qualitative field study of 16 hospitals implementing an innovative technology for cardiac surgery. We examine how new routines are developed in organizations in which existing routines are reinforced by the technological and organizational context All hospitals studied had top-tier cardiac surgery departments with excellent reputations and patient outcomes yet exhibited striking differences in the extent to which they were able to implement a new technology that required substantial changes in the operating-room-team work routine. Successful implementers underwent a qualitatively different team learning process than those who were unsuccessful. Analysis of qualitative data suggests that implementation involved four process steps: enrollment, preparation, trials, and reflection. Successful implementers used enrollment to motivate the team, designed preparatory practice sessions and early trials to create psychological safety and encourage new behaviors, and promoted shared meaning and process improvement through reflective practices. By illuminating the collective learning process among those directly responsible for technology implementation, we contribute to organizational research on routines and technology adoption.
As a precursor to making effective prescriptions for leaders of teams, a descriptive study was conducted. Leaders were videotaped while their teams physically executed the task of racing a sailboat. The videotaping enabled skippers to be observed every 15 seconds during practice races (N = 28) using the Operant Supervisory Taxonomy and Index—by Sequence. The Operant Supervisory Taxonomy and Index—by Sequence highlights the two supervisory behaviors of monitoring and providing consequences shown to be related to effectiveness in a variety of work settings. Time-series analyses indicated both level and slope changes in the leaders’ supervisory behaviors in response to the changing requirements of the task. The findings suggest the need to take into account the temporal patterns of leaders’ behaviors and the dynamics of the task when conceptualizing effective leadership.
This meta-analysis tests the functional perspective of small-group decision making, which holds that certain critical requisite functions must be satisfied for an effective group decision to be likely. The results suggest that evaluation of negative consequences of alternative solutions, problem analysis, and establishment of solution criteria (in this order) are the strongest predictors of group decision-making effectiveness. In addition, methodological study artifacts (sampling error, measurement error) and task moderators explain variability in previous findings. More specifically, the moderator subgroup analysis shows that evaluation of negative consequences is an even better predictor of group performance when task evaluation demands are high.
This paper tests a theoretically-driven model of self-managing work team effectiveness. Self-managing work team effectiveness is defined as both high performance and employee quality of work life. Drawing on different theoretical perspectives including work design, self-leadership, sociotechnical, and participative management, four categories of variables are theorized to predict self-managing work team effectiveness: group task design, encouraging supervisor behaviors, group characteristics, and employee involvement context. Data is collected from both a set of self-managing and traditionally managed teams from a large telephone company, and the model is tested with structural equations modeling. Support is found for hypotheses concerning group task design, group characteristics, and employee involvement context, but not encouraging supervisory behaviors.
This paper presents a model of team learning and tests it in a multimethod field study. It introduces the construct of team psychological safety—a shared belief held by members of a team that the team is safe for interpersonal risk taking—and models the effects of team psychological safety and team efficacy together on learning and performance in organizational work teams. Results of a study of 51 work teams in a manufacturing company, measuring antecedent, process, and outcome variables, show that team psychological safety is associated with learning behavior, but team efficacy is not, when controlling for team psychological safety. As predicted, learning behavior mediates between team psychological safety and team performance. The results support an integrative perspective in which both team structures, such as context support and team leader coaching, and shared beliefs shape team outcomes.
This paper explores the paradoxical role of the external leaders of self-managing work teams. Observation, interviews, group elicitations, and a literature search were used to identify salient leader behaviors in a medium-sized manufacturing plant that had been operating for several years under a system of self-managing work teams. A self-management leadership questionnaire was developed to measure the 21 leader behaviors identified. Correlations with overall leadership-effectiveness ratings generally indicated that the external leaders' most important behaviors are those that facilitate the team's self-management through self-observation, self-evaluation, and self-reinforcement. The study suggests that there is a legitimate role for external leaders of self-managing work teams but that it differs from traditional and participative leadership roles.
This paper examines the development of norms in newly formed groups. The behavior of 19 decision-making groups provided the basis for a model of norm development, in which uncertainty over appropriate behavior leads members to use their past experiences in similar social settings as scripts for choosing behaviors in the current situation. Depending on the similarity of the members' scripts, a common basis for action is either taken for granted or negotiated within the group. As the members interact they either tacitly revise their beliefs about appropriate action, implicitly agreeing with the direction being taken by the group, or overtly attempt to pull the group toward their own interpretation through challenges to the implied norm. Data from the decision-making groups is used to illustrate the model, and implications for related research domains are discussed.
In a longitudinal study, we found that higher group performance was associated with a particular pattern of conflict. Teams performing well were characterized by low but increasing levels of process conflict, low levels of relationship conflict, with a rise near project deadlines, and moderate levels of task conflict at the midpoint of group interaction. The members of teams with this ideal conflict profile had similar pre-established value systems, high levels of trust and respect, and open discussion norms around conflict during the middle stages of their interaction.
This study of the complete life-spans of eight naturally-occurring teams began with the unexpected finding that several project groups, studied for another purpose, did not accomplish their work by progressing gradually through a universal series of stages, as traditional group development models would predict. Instead, teams progressed in a pattern of "punctuated equilibrium" through alternating inertia and revolution in the behaviors and themes through which they approached their work. The findings also suggested that groups' progress was triggered more by members' awareness of time and deadlines than by completion of an absolute amount of work in a specific developmental stage. The paper proposes a new model of group development that encompasses the timing and mechanisms of change as well as groups' dynamic relations with their contexts. Implications for theory, research, and practice are drawn.
In this article, meta-analytic integration of research examining the effects of team building on performance is reported. Overall, there was no significant effect of team building on performance. However, the effects of team building varied as a function of the type of operationalization of performance: On objective measures of performance, there was a nonsignificant tendency for team building to decrease performance, whereas on subjective measures of performance, there was a significant, albeit small, tendency for team building to increase performance. Examination of the specific components of team building revealed that interventions emphasizing role clarification were more likely to increase performance, whereas interventions that emphasized goal setting, problem solving, or interpersonal relations were no more likely to render an increase or decrease in performance. Finally, the effects of team building decreased as a function of the size of the team. The discussion considers implications of these effects of team building on performance.
This study explores the main and interactive effects on group task performance of two types of intervention (interpersonal vs. task focused) administered at two different times (the beginning vs. the temporal midpoint of work). The results show that timing and content of intervention interact to affect group task performance. The discussion draws on qualitative data to expand on these findings and outlines conditions necessary for optimizing group performance on open-ended tasks.
Assigned 18 logistics units in the Israel Defense Forces to either experimental (team development [TD]) or control conditions to determine the effect of TD on team organization and functioning. The 9 experimental units underwent a 3-day TD workshop. 30 subordinates in each unit completed questionnaires describing their unit before and after TD. Although subjective after-only reports of the command personnel who had participated in the workshops were positive, more rigorous before–after comparisons among both command personnel and subordinates demonstrated that TD failed to improve organizational functioning. It is suggested that instead of using a dichotomous approach to evaluation (either the intervention worked or it did not), a battery of ordered evaluation criteria should be used to show how far an intervention went. (21 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
In the formation of creative thinking groups, how well does brainstorming work? 48 Ss were divided into trained and untrained samples; and cohesive, noncohesive, and "nominal" subgroups of 2 persons each were formed, based on sociometric choice. Several hypothetical problems were discussed. An analysis of variance statistical technique was used to compare number of responses and number of unique responses between the groups. "Brainstorming by pairs of superior adults will produce more unique ideas when the groups are trained in the method and composed of people who like to brainstorm together. This is true, however, only when they are working on ego-involving problems." (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Planning is often central to effective coordination and task performance in work groups. Although planning pertains to efforts aimed at establishing objectives, generating subtasks, and creating role or task assignments, it also encompasses discussions about time and temporal issues. This article highlights the importance of
temporal planning in groups, especially as it relates to effective coordination and task performance. Specifically, the results of a survey study of 48 self-managing project groups revealed that higher levels of initial temporal planning contributed to the formation of group norms that emphasize awareness of and attention to time. These
time awareness norms were found to mediate the effect of temporal planning on coordination and task performance. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Describes the technology of team development, as distinguished from T-group or sensitivity training. Although there is general support in empirical literature for the finding that team building elicits positive affective responses from participants, the linkage between team building and improved work group performance remains largely unsubstantiated. (3 p ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Assigned 18 logistics units in the Israel Defense Forces to either experimental (team development [TD]) or control conditions to determine the effect of TD on team organization and functioning. The 9 experimental units underwent a 3-day TD workshop. 30 subordinates in each unit completed questionnaires describing their unit before and after TD. Although subjective after-only reports of the command personnel who had participated in the workshops were positive, more rigorous before–after comparisons among both command personnel and subordinates demonstrated that TD failed to improve organizational functioning. It is suggested that instead of using a dichotomous approach to evaluation (either the intervention worked or it did not), a battery of ordered evaluation criteria should be used to show how far an intervention went. (21 ref)
The objective of this chapter is to change the focus of crewmembers from solely a perspective of competent individuals coming together to do work to a perspective that acknowledges that a crew, group, or team has certain unique characteristics that cannot be explained at the individual level. Further, these group concepts are critical for performance and should be understood and leveraged by anyone who considers leading a crew. The study presents some examples of crew failure and then introduces a few critical group-based concepts. Paramount among these will be group dynamics and leadership. It details four specific areas in which the captain can create effective conditions for crew work. It briefly reviews a NASA-funded research project and examines the importance of leadership during the formation process of crews and discusses some of the unexpected results of that study. The concept of organizational shells is also introduced to explain the surprising findings. Lastly, the implications for effective crew leadership are discussed.
Little League Baseball coaches were exposed to a preseason training program designed to assist them in relating more effectively to children. Empirically derived behavioral guidelines were presented and modeled, and behavioral feedback and self-monitoring were used to enhance self-awareness and to encourage compliance with the guidelines. Trained coaches differed from controls in both overt and player-perceived behaviors in a manner consistent with the behavioral guidelines. They were also evaluated more positively by their players, and a higher level of intrateam attraction was found on their teams despite the fact that they did not differ from controls in won-lost records. Children who played for the trained coaches exhibited a significant increase in general self-esteem compared with scores obtained a year earlier; control group children did not. The greatest differences in attitudes toward trained and control coaches were found among children low in self-esteem, and such children appeared most sensitive to variations in coaches' use of encouragement, punishment, and technical instruction.
Attention to time is generally regarded as the catalyst that motivates groups to pace work under deadlines. We tested this assumption in 38 groups, some working under stable deadlines and others working under changed deadlines. Our results indicate that groups steadily increase attention to time as deadlines near, rather than sharply increasing such attention at the midpoint, but they engage in task transitions at or near the midpoint of allotted time.
A solution is suggested for an old unresolved social psychological problem.
In an experiment designed to answer the title question, twelve groups of four men each and forty-eight individuals followed the four basic rules of brainstorming in attacking the same three problems in the same order. Upon completion of the experiment, a table of random numbers was used to divide the forty-eight individual subjects into twelve nominal groups of four men each. The performance of each nominal group was then scored as though its members had actually worked together. The achievement of these nominal groups thus provided a measure of the performance to be expected if group participation neither facilitates nor inhibits creative thinking. When compared with that of the twelve nominal groups, the performance of the twelve real groups was found to be markedly inferior with respect to: (a) mean total number of ideas produced; (b) mean number of unique ideas produced; (c) three different measures which weighted the ideas produced differentially with respect to quality. To the extent that the results of the present experiment can be generalized, it must be concluded that group participation when using brainstorming inhibits creative thinking.
This article explores the possibility of efficacy-performance spirals in individuals, groups, and organizations. Spirals are deviation-amplifying loops in which the positive, cyclic relationship between perceived efficacy and performance builds upon itself. Collective efficacy is defined, and upward and downward spirals are considered. Evidence from multiple levels of analysis is presented, and factors affecting the occurrence, continuation, and stopping of spirals are proposed. In addition, we consider compositional and cross-level effects by proposing factors that will moderate the relationship between spirals at different levels of analysis. Overall, 15 propositions are presented as guidelines for future research.
This multi-method field study examines the relative effects of two kinds of leader behaviors—design choices and hands-on coaching—on the effectiveness of self-managing teams. Find- ings show that how leaders design their teams and the quality of their hands-on coaching both influence team self- management, the quality of member relationships, and member satisfaction, but only leaders' design activities affect team task performance. Moreover, design and coaching interact, so that well-designed teams are helped more by effective coaching— and undermined less by ineffective coaching—than are poorly designed teams. (Team Effectiveness; Team Leadership; Self-Managing Teams; Team Coaching)
The phrase "switching cognitive gears" is used to call attention to the fact that cognitive functioning involves the capacity to shift between cognitive modes, from automatic processing to conscious engagement and back again. Effectiveness may be as much a function of an actor's capacity to sense when a switch is appropriate, as to process in one or another mode. In this paper the authors develop a perspective on the switch from automatic to active thinking and the conditions that provoke it. They apply the perspective to work settings and identify types of situations in which actors are expected to switch from habits of mind to active thinking. They propose further work to develop a framework for understanding the switch from active thinking to automatic.
This study investigated the differential effects of task design and reward system design on group functioning; the effectiveness of ''hybrid'' groups, in which groups' tasks and/or rewards have both individual and group elements; and how individuals' preferences for autonomy moderate their responses to interdependence at work. An intervention in the reward system at a large U.S. corporation created group, individual, and hybrid rewards for 150 existing teams of technicians that had group, hybrid, or individual tasks. Groups performed best when their tasks and outcomes were either pure group or pure individual. Hybrid groups performed quite poorly, had low-quality interaction processes, and low member satisfaction. Task and outcome interdependence affected different aspects of group functioning: Tasks influenced variables related to cooperation, while outcomes influenced variables related to effort. Individuals' autonomy preferences did not moderate the effects of task and reward interdependence but, instead, were themselves influenced by the amount of interdependence in the work. These findings have implications for the design of work and reward systems for work groups.
A new model of group development suggests that groups' attention to time and pacing is an important catalyst of their progress through cre- ative projects. In this laboratory study, groups were videotaped as they produced creative products and then interviewed about replays of se- lected portions of the tapes. Participants' efforts to pace themselves were explored in depth, with special focus on a key feature of the model, a major transition in groups' approach toward their work at the midpoint of their allotted time. The appropriateness of laboratory sim- ulation for studying midpoint transitions was also assessed. The labo- ratory results mirrored and extended the field-based model; they showed how groups make deliberate attentional shifts at their temporal midpoints, what differences exist between pacing patterns in the first and second halves of groups' life spans, and what happens when tran- sitions fail. Implications are drawn for theory, practice, and research. Organizations often rely on small groups when they need an innovation by a deadline. Managers appoint time-limited task forces and committees to deal witb novel problems. Businesses designate time-limited project groups to invent new products. Consultants set up time-limited retreats for top- executive teams to design new strategies. How do such groups manage—or fail—to produce unpredictable outcomes within preset schedules? Answer- ing that question requires understanding (1) how groups progress through creative tasks and (2) how groups pace themselves, or fit work into time. Although there are important literatures bearing on eacb of tbose two points separately, almost no research has considered the integrative question of how groups pace themselves through creative work. However, my recent field study of the complete life cycles of special project groups (Gersick, 1988) did explore how teams finished creative products by their deadlines. The study proposed a new model of group development—the path a group takes over its life span toward the accomplishment of its main tasks—tbat includes the mechanisms and timing of change. It suggested, furthermore, that tbere are strong, beretofore unrecognized connections between groups'
This chapter reviews existing research and thought on the role of group interaction in task-oriented groups, and provides suggestion that part of the difficulty in understanding the relationship between group interaction and group effectiveness has to do with the nature of existing methodological and conceptual tools. It proposes an alternative framework for research on group effectiveness. The major functions group interaction serves in enhancing and depressing group effectiveness have been explored in the chapter and a set of strategies for influencing group interaction and group performance by alteration of “input” factors has been proposed within the new framework. The chapter presents an argument for a return to action-oriented research as a way to improve simultaneously the understanding of the determinants of group effectiveness and the capability to change and improve it. Implications for research and for action have been drawn and explored.
Self-directed work teams need coaches, not managers. The process of turning middle managers into coaches involves sensitivity, negotiation, and training in adjusting to the new role. (SK)
This volume focuses on the process by which the consultant builds readiness for organizational development (OD) programs, actually conducts training, and works with the key individuals of an organization as part of an OD program. Part I describes in some detail the human processes in organizations--communication, functional roles of group members, group problem-solving and decision-making, group norms and group growth, leadership and authority, and intergroup processes. Part II shifts from diagnosis toward the kinds of intervention which the process consultant makes--establishing contact and defining a relationship, selecting a setting and a method of work, gathering the data, intervention, and evaluation of results and disengagement. Appendixes include memos on internal auditing and control programs, organization, and erosion of rationality. (Author/NL)
examines team building and its influence on team effectiveness / provide an explanation of what we mean by "teams" and "team building" / describe an input-throughput-output model of team effectiveness to provide a context for examining team building interventions / highlight three previous reviews that examined team building research through 1980 / review the empirical research on team building published during the 80's, comparing it to the findings of the previous research and suggesting avenues for future research (PsycINFO Database Record (c) 2012 APA, all rights reserved)
The increasing focus on work teams in organizations places emphasis on the role of the team leader to guide and structure team experiences that facilitate the development of teamwork skills, skills that underlie the coordinative and adaptive capabilities of effective teams. The authors present a theoretical framework that emphasizes 2 dynamic aspects of team leadership. One aspect specifies shifts in the leader's role as teams make developmental progress. A 2nd aspect details how leaders can use natural variations in the team's task to create learning experiences. By integrating the task and learning cycles, leaders can enhance team coherence and adaptive capabilities. The theory provides the foundation for deriving principles and guidelines that specify leader behavioral capabilities. The guidelines are designed to be sufficiently specific to guide applications that aid leaders in the enactment of their roles, and to serve as training objectives and criteria. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Tested the functional perspective advanced by recent group decision-making theorists. Specifically, the general claim that the group's satisfaction of critical task-achievement functions (or requisite conditions) is a better predictor of decision-making performance than the discussion procedures it employs in arriving at a decision was tested. 48 3-member groups of undergraduates were randomly assigned to 1 of 4 discussion formats. The groups were trained to use their assigned format in arriving at a decision regarding a human relations case. Two-way analysis of variance (ANOVA) revealed no significant main effect for discussion format but a significant main effect for satisfaction of requisite conditions. Findings offer strong support for the functional perspective. Further analyses suggest that the satisfaction of certain requisite conditions may be more important than others in determining group decision-making success. (47 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
The basic requirements for an effective leading-learning (LL) experience include (1) a real problem that requires solution and implementation of the solution, (2) a description of the problem that includes actual (or proposed) conversations, and (3) an accompanying scenario of the thoughts and feelings not discussed. The context of the learning experience is the discussion of the case. The focuses include analyzing the conversation to get at the theories-in-use and the defensive reasoning of the participants; the conversation crafted by participants as they attempt to help each other become more effective; group dynamics and problem-solving processes; and the resulting organizational defensive routines. The objective of learning how to craft conversation is not to select the right words, but to learn to select the action strategies and values that will facilitate LL. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
review briefly the theoretical and empirical work that has been done on group development and group socialization
discuss some of the ways in which group development might affect group socialization and group socialization might affect group development
discussion focuses primarily on small, autonomous, voluntary groups whose members interact on a regular basis, have affective ties with one another, share a common frame of reference, and are behaviorally interdependent (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Time concepts and expressions permeate our language and thought, our perceptions, and our arrangements with others. Yet, despite their pervasiveness, until recently social psychology has been, as the authors of "Time and Human Interaction" put it, virtually "timeless." Neither the temporal assumptions implicit in the psychologist's observations, theories, and measurements, nor the effects of cultural conceptions of time or social interactions, have received more than scant attention. In this ambitious new work, Joseph McGrath and Janice Kelly explore the reasons for this neglect, lay bare some of the assumptions about time underlying current research, and map out three broad areas of concern to psychology: the effects of temporal factors, such as time pressure, on behavior; the influence of social and psychological factors on the temporal patterning of behavior, on individual experiences, and uses of time; and finally, the temporal features of research methodology.
Woven from such diverse sources as the philosophy of time, psychological analyses of time judgements, biological studies of entrainment, and social psychological investigations of effects of time limits and work shifts, this volume offers a unique synthesis of conceptual, methodological, and substantive issues in the social psychology of time. Problems long ignored because of their complexity are presented clearly and compellingly, making this an important book for students of business and organizational dynamics as well as social psychologists and advanced students interested in time, group processes, and research methodology. (PsycINFO Database Record (c) 2012 APA, all rights reserved)