From the chart, it is clear that coaching can be educational, motivational or consultative. The three functions of coaching helps to address teams’ task performance processes. Team managers engage in many various activities aimed at fostering team effectiveness, including structuring the team and establishing its purposes, arranging for the resources a team needs for its work and removing organizational roadblocks that impede the work, and helping individual members strengthen their personal contributions to the team (Hackman, & Wageman, 2005).
First, the team performance processes that are crucial for success, for example, expertise, engagement, and execution must be unconstrained by organizational requirements. Coaching should minimize loafing and build team commitment, and focus on task performance processes for effective motivation of the team; this can be achieved by having a reward system (Kramer, & Staw, 2005). A pool of talent in a team can be build by having an educational system. To minimize habitual behaviors in a team, appropriate strategies should be uniquely invented.
Many factors contribute to the performance of a team; an improved performance of a team could be due to improved management (Roach, 2013). Coaching interventions should also be introduced when the team is ready, for instance, interventions that are meant to motivate are supposed to be introduced at the beginning of the cycle, and the midpoint is ideal for consultative interventions whereas the end of the cycle is ideal for introducing educational interventions.
It is important for team managers to develop a sense of partnership with other members of the team (Hagen & Gavrilova, 2012). The exhibit has been designed in a simple way that can be understood, and this makes it to be advantageous. Several lessons can be learned, for instance, the various activities that team managers and team members need to engage in for the success of any team
Hackman, R., & Wageman, R. (2005). A theory of team coaching. Academy Of Management Review, 30(2), 269-287
Hagen, M., & Gavrilova Aguilar, M. (2012). The impact of managerial coaching on learning outcomes within the team context: An analysis. Human Resource Development Quarterly, 23(3), 363-388
Kramer, M., & Staw, B. (2005). Research in organizational behavior: An annual series of analytical essays and critical reviews. Amsterdam: Elsevier JAI.
Roach, A. (2013). Mean reversion or a breath of fresh air? The effect of NFL coaching changes on team performance in the salary cap era. Applied Economics Letters, 20(17), 1553-