The making of a team coach

Abstract

This chapter focuses on how learning experiences create an effective group practitioner and reviews fundamental processes in learning and developing expertise with groups. Intervening in the life of a team is more complex, requiring additional capacities. From the beginning of life, when parent and baby ‘talk’, learning happens in relationship. Exchange in a group enables more learning than in a one-to-one relationship. Options include group analytic training programmes, reflective personal development groups and supervision groups. Many theoreticians evidence the unavoidably social context of learning. Tatiana Bachkirova positions the self of the coach as central in achieving coaching outcomes, commenting that this ‘acknowledges the complexity and unpredictability of the coaching process and aligns with a complex-adaptive-system perspective on coaching’. Responsible team coaching – addressing the real situation and challenges of a team – is more obviously and directly useful to organisations than individual coaching.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 3 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.