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Academy of Management Review 2005, Vol. 30, No. 2, 269–287.
A THEORY OF TEAM COACHING
J. RICHARD HACKMAN Harvard University RUTH WAGEMAN Dartmouth College
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.
Coaches help people perform tasks. Coaching is pervasive throughout the life course, from childhood (e.g., a parent helping a child learn to ride a tricycle), through schooling (e.g., a teacher coaching a student in the proper conduct of a chemistry experiment), and into adulthood (e.g., a fitness coach helping with an exercise regime or a supervisor coaching an employee in improving his or her job performance). The main body of research about coaching is found in the training literature, and it focuses almost entirely on individual skill acquisition (Fournies, 1978). Except for the many popular books and articles that extract lessons for team leaders from the experiences of athletic coaches, relatively little has been published that specifically addresses the coaching of task-performing teams. Here we propose a theory of team coaching that is amenable to empirical testing and correction. The theory has three distinguishing features. One, it focuses on the functions that coaching serves for a team, rather than on either specific leader behaviors or leadership styles. Two, it explicitly addresses the specific times in the task performance process when coaching interventions are most likely to “take” and have their intended effects. Three, it explicitly identifies the conditions under which...
A THEORY OF TEAM COACHING
J. RICHARD HACKMAN Harvard University RUTH WAGEMAN Dartmouth College
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.
Coaches help people perform tasks. Coaching is pervasive throughout the life course, from childhood (e.g., a parent helping a child learn to ride a tricycle), through schooling (e.g., a teacher coaching a student in the proper conduct of a chemistry experiment), and into adulthood (e.g., a fitness coach helping with an exercise regime or a supervisor coaching an employee in improving his or her job performance). The main body of research about coaching is found in the training literature, and it focuses almost entirely on individual skill acquisition (Fournies, 1978). Except for the many popular books and articles that extract lessons for team leaders from the experiences of athletic coaches, relatively little has been published that specifically addresses the coaching of task-performing teams. Here we propose a theory of team coaching that is amenable to empirical testing and correction. The theory has three distinguishing features. One, it focuses on the functions that coaching serves for a team, rather than on either specific leader behaviors or leadership styles. Two, it explicitly addresses the specific times in the task performance process when coaching interventions are most likely to “take” and have their intended effects. Three, it explicitly identifies the conditions under which...