Action, reflection and learning in team coaching

Sanyal, Chandana and Gray, David (2019) Action, reflection and learning in team coaching. In: The practitioner's handbook of team coaching. Clutterbuck, David, Gannon, Judie, Hayes, Sandra, lordanou, Ioanna, Lowe, Krister and MacKie, Doug, eds. Routledge, pp. 343-352. ISBN 9781138576926, e-ISBN 9781351130554. [Book Section] (doi:10.4324/9781351130554-25)

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The aim of the chapter is to examine the role of a coach in supporting reflection, learning and taking action in a team or a group. The chapter will begin by exploring the role of a coach or adviser in learning groups such as action learning sets where the role of the coach is to ask questions to encourage the team to consider and reflect on their current situation. (Marquardt et al., 2009). This is compared and contrasted to the role of a team coach working with a team to achieve common team outcomes in a way that combines performance and processes (Hackman & Wageman, 2005). The concept of learning as a social process in both interventions and the role of the coach in supporting the process of reflection and dialogue for the purpose of gaining new insights are explored. Hence, one of the purposes of the chapter is to develop a sharper understanding of what distinguishes action learning from team coaching, as well as some of the overlaps between them. It must be noted that as the action learning facilitator is commonly referred to as the ‘coach’ this term has been used here interchangeably with group coaching. The distinction between the two interventions are addressed later in the chapter.

Item Type: Book Section
Research Areas: A. > Business School > Leadership, Work and Organisations
Item ID: 27974
Notes on copyright: This is an Accepted Manuscript of a book chapter published by Routledge in The practitioner's handbook of team coaching on 29/04/2019, available online: or
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Depositing User: Chandana Sanyal
Date Deposited: 24 Oct 2019 21:44
Last Modified: 29 Nov 2022 19:07

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